King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
NEEDS ASSESSMENT &
ANALYSIS OF DATA
Student Achievement
Grade 9, 10, 11, 12 credit
accumulation:
Students who are credit
deficient are at significantly
higher risk of leaving
secondary school without an
OSSD.
KCSS professional learning
assessment identified the
following as areas for growth:
-
aligning learning goals,
success criteria and tasks
-
using questioning to
probe and extend
thinking
-
-
using products,
observations and
conversations to facilitate
learning and assess
progress
facilitating and assessing
academic / learning
conversations between
and among students
SMART Goal
Specific,
Measurable,
Attainable,
Results-based, and
Time-bound
Principal: Tod Dungey
SEF
INDICATORS
By June 2014, there will
be the following
increases in earned
credits accumulation by
students as measured
for 2011-12 and
reported in the KCSS
School Data Profile,
October 2012.
1.1 - Students
and teachers
share a common
understanding
of the learning
goals and
related success
criteria.
Grade 9 Females 92% to 95%
Males 80% to 85%
with 8+ credits
1.2 - During
learning,
students receive
ongoing
descriptive
feedback based
on the success
criteria from the
teacher and
from peers.
Grade 10 –
Females 84% to 86%
Males 78% to 81%
with 16+ credits
Grade 11 –
Females 83%-85%
Males 79%-82%
with 23+ credits
Grade 12 – 89% to 91%
with 30+ credits
1.3 Assessment
tasks are aligned
with the
curriculum,
collaboratively
developed by
teachers and the
resulting
demonstrations
of student
learning
analyzed to
ensure
consistency with
success criteria
1.5 A variety of
valid and
reliable
TARGETED, EVIDENCE- BASED
STRATEGIES/ACTIONS
PROFESSIONAL
LEARNING
RESOURCES
-
pd opportunities for learning goals,
feedback for learning and the
assessment framework
Capacity building
through CEC Network
-
collegial collaboration, sharing and
planning strategies for success and
best practices for specific students
and / or course design
Curriculum
Consultant Support
(Nadia Bearcroft and
Kathy Kedey)
use of rich, high yield assessment
based instructional strategies and
approaches, to meet the personalized
strengths, needs and interests of
students. In particular , those that
meet the needs of students with IEPs,
ELLs , and / or at risk as indicated
through Student Success
Adolescent Literacy
Guide: A Professional
Learning Resource,
Grades 7-12 EduGAINS Literacy
Resources
-
-
-
teachers use a gradual release of
responsibility model (modeled,
shared, guided, and independent) in
order to scaffold student instruction
in reading and writing.
After School Credit Recovery course offer and encourage students to
participate
-
use student talk and questioning to
inform instruction and provide
specific and timely feedback to
promote deeper levels of student
thinking
-
provide explicit instruction in
Accountable Talk and provide
multiple opportunities for students to
engage in academic / learning
conversations in all pathways
Vice-Principals: Linda DiMarco, Theresa Meikle
PROFESSIONAL
LEARNING
YRDSB - C & IS
Secondary Literacy
resources - videos,
ppts. etc.
Digital Literacy
Teacher (Ian Gowans)
RESPONSIBILITY
-
continued learning and
implementation of
Growing Success
Assessment Framework
Credit
accumulation at
mid point and the
end of semester to
monitor progress;
Principal and VicePrincipals
-
Learning Goals and
Success Criteria
Data analysis at the
end of school year
Subject Heads and
Leadership Team
-
Feedback for Learning
(developing a Growth
Mindset)
Interim Data
-
Gathering Evidence
from a Variety of
Sources (COPs Conversations,
Observations and
Products)
Student Success
Teacher
Administrator
MONITORING
OF
ACHIEVEMENT
OF THE SMART
GOALS
-
Accountable Talk for
Academic / Learning
Conversations
Questioning for
Feedback and
Developing Thinking
Skills
Mid Semester Data
End of Semester
Data
Student Success
Team
Year end data
In-class
observations
TPAs
Conversations Students and
Teachers
Network Team
Professional
Learning Teams
(4Cs Science Team
and Cross-Curricular
Collaborative
Inquiry)
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
Principal: Tod Dungey
assessment data
is used by
students and
teachers to
continuously
monitor
learning, to
inform
instruction and
assessment and
to determine
next steps
- ongoing need regarding
intentional Implementation of
IEPs across grade/subjects,
- need for teachers to
understand a student’s
IEP and intentionally plan
and program for the
student maintaining
alignment with success
criteria and individual
targets
- need to use Assistive
Technology as an integral part
of teaching and learning,
- board Workplace Climate
Survey, teachers indicated the
following as a high priority
with respect to their
professional learning needs:
“supporting students with
special education
needs/exceptionalities”
1.6 Assessment
of learning
provides
evidence for
evaluating the
quality of
student learning
at or near the
end of a period
of learning.
4.7 - Timely and
tiered
interventions
supported by a
team approach,
responding to
individual
student needs.
-
provide explicit instruction in cooperative and collaborative learning
and engage students in small group
work regularly
-
encourage teacher’s effective use of
21st century learning technologies
(Moodle 2.0, Google Apps,
Smartboard, Teach Assist, etc.)
-
participate in professional learning
focused on Assessment for Learning
and DI to promote increased student
achievement, engagement and wellbeing for a range of learners.
-
use effective and early intervention
supports and programs (internal and
external) to support students at risk
in literacy acquisition - personalized
timetabling, EA supports, Student
Success interventions, After School
Literacy, literacy teacher workshops
for students and teachers
-
teachers intentionally use Waterfall
Chart while planning for and
implementing instruction for students
with Learning Disabilities and ensure
the intentional implementation of
IEPs for students with special
education needs
-
provide targeted accommodations
and differentiated learning and
assessment tasks to the learner based
on student profiles. Particularly
students with IEPs, ELLs, socialemotional needs
Special Education and
ELL Subject Heads
Psych. Services and
Social Worker
in-school teams or
student success team
meetings
Student Success
Teams, COMPASS,
Community Liaisons,
School Social Workers,
Vice-Principals: Linda DiMarco, Theresa Meikle
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
Principal: Tod Dungey
-
use case management approaches to
personalize learning
-
differentiate instruction, assessment,
experiential learning opportunities
and supports for students at risk in
literacy development
-
through demonstrated alignment of
individual targets and success criteria
with IEP goals/ learning expectations
across all grades and subjects.
Identification of students at risk through a
variety of mechanisms and
implementation of support plan
Role of SERTs – early and ongoing
intervention and implementation of IEP
Vice-Principals: Linda DiMarco, Theresa Meikle
Psychological Services
staff
SERTs and EAs
Guidance
LOG EA
School Social worker
Learning Disabilities
Modules PD
Waterfall Chart
Co-Planning
Ongoing tracking
of students through
progress reports
(Special Education
and SS)
Progress reports,
Interim, midterm
and end of
semester data.
Guidance staff
Special Education
staff
Student Success
teacher
Conferences with
students and
parents
Learning Skills
Learning skills were identified
as an area of need by teaching
staff
By June 2013, there will
be a 2% increase in the
number of combined
ratings of Excellent and
Good across all grades
and learning skills.
Example:
2012-13
(Sem. 1- Grade 9)
Self Regulation
78%
Collaboration
85%
4.3 - Teaching
and learning
incorporates
21st century
content, global
perspectives,
learning skills,
resources and
technologies.
Continued promotion and incorporation
of the SHSM program– environment and
transportation focus
SHSM Network
Creation and Inclusion of
Contextualized Learning
Activities
SHSM Enrollment
data 2013
SHSM Coordinator,
Science/ Tech/
Math/ English/
Coop/ and Guidance
teachers
-
restructure Drop Everything and
Read (DEAR) program to include
direct instruction of learning skills,
OSSLT skills, social/emotional
support and exam skills
BWW portal – online
tools
explicit teaching of
Learning Skills
(DEALS)integrated with
content instruction
Each month a new
focus
DEALS Steering
committee
Mid Semester Data
Subject heads and
leadership team
-
develop common approaches and
understanding of learning skills
DEALS in school
leadership team
Semester Two Data
Teaching Staff
-
make explicit connections to the value
of learning skills and work habits
(Drop Everything and Learning Skills
- DEALS)
TPA conversations
Educational
Assistants
Learning Skills
Continuum
staff meeting preview of
DEALS activities
development of common
language for assessment
and understanding of
Learning Skills
ongoing professional
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
(Sem. 1 - Grade 10)
Self Regulation
74%
collaboration
79%
(Sem. 1 - Grade 11)
Self Regulation
80%
collaboration
83%
(Sem. 1 - Grade 12)
Self Regulation
77%
collaboration
80%
Principal: Tod Dungey
Vice-Principals: Linda DiMarco, Theresa Meikle
learning related to Learning
Skills -Instruction, Tracking
and Assessment of Learning
Skills
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
ASSESSMENT &
ANALYSIS OF
DATA
EQAO Mathematics
Performance of
students in the
Applied and Academic
courses on the EQAO
Grade 9 Assessment of
Mathematics
Grade 9 -applied
mathematics as
measured by the EQAO
SMART Goal
Specific, Measurable,
Attainable,
Results-based, and
Time-bound
By June 2013, there will
be the following
increases:
- for students in the Grade
9 Applied Math course
achieving Levels 3 or 4 as
measured on the EQAO
Grade 9 Assessment of
Mathematics the target
for overall achievement
will be improve from 54%
to 56%
- for students in the Grade
9 Academic Math course
achieving Levels 3 or 4 as
measured on the EQAO
Grade 9 Assessment of
Mathematics, there will
be a 3% increase from
89 % to 92%
Principal: Tod Dungey
SEF
INDICATORS
1.2 - During
learning,
students receive
ongoing
descriptive
feedback based
on the success
criteria from the
teacher and
from peers.
4.5 - Instruction
and assessment
are
differentiated in
response to
student
strengths, needs
and prior
learning.
TARGETED, EVIDENCE- BASED
STRATEGIES/ACTIONS
-
-
-
-
PROFESSIONAL
LEARNING
RESOURCES
critically examine EQAO student
questionnaire responses to inform
teaching and school practices
Math Department
increase parent awareness and student
use of EQAO website – through new
school website and E-Bulletin
EQAO website
implement instruction and assessment of
mathematics through differentiated
approaches including partner work and
small group instruction
Student Success
Teacher
inform students / parents of ongoing
opportunities for support - lunch time
tutoring, After School Mathematics
Program
-
cross panel PD between gr.9 and gr. 8
teachers in feeder schools (Network
opportunity
-
expand Math Olympics with feeder
schools via ABEL transitions program
-
access/use of Board/Ministry on-line
Homework Help program
-
DEALS – focus on math related Learning
Skills
-
consistent and ongoing communication
and support for identified and at-risk
students with SERTs (room 101) and SS
teacher (room 204)
Math Consultant
SERTs/EAs
Math Homework Help
on-line program
YRDSB - Frame for
Effective Instruction in
Mathematics
Math Talk Community
Resources
Vice-Principals: Linda DiMarco, Theresa Meikle
PROFESSIONAL
LEARNING
Sharing and
Examination of
EQAO teacher
professional
learning
Co-planning
Lessons
Literacy @ School
PD – Mathematics
Department
Blueprints PD –
Best practices of
incorporation of
technology
Collaboration with
Digital Literacy
Teacher (Ian
Gowans)
MONITORING
OF
ACHIEVEMENT
OF THE SMART
GOALS
Analysis of EQAO
results in fall 2012
and 2013
Semester 1 and 2
academic and
applied report
card results
2012-2013
EQAO results
RESPONSIBILITY
Head of
Mathematics
Mathematics
Department
Administration
Special Education
Subject Head and
SERTs
Student Success
Teacher
Administrator
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
ASSESSMENT &
ANALYSIS OF
DATA
OSSLT
OSSLT disaggregated
by school and school
level results
OSSLT FTE and PTE
results show
improvement in the
performance of
students with IEPs
Literacy - achievement
in Applied Grade 9 and
10
programming as
measured by OSSLT
SMART Goal
Specific, Measurable,
Attainable,
Results-based, and
Time-bound
By June 2013, there will
be the following increases
to students successfully
completing the OSSLT (as
measured by Fully
Participating students in
the Public Reports):
A 2% increase for all first
time eligible students
from 90% to 92% success
Principal: Tod Dungey
SEF
INDICATORS
4.7 - Timely and
tiered
interventions
supported by a
team approach,
responding to
individual
student needs.
TARGETED, EVIDENCE- BASED
STRATEGIES/ACTIONS
-
-
-
A 2% increase for first
time eligible students with
an IEP (including gifted)
from 81% to 83% success
A 2% increase for all
previously eligible
students from 73% to 75%
success
A 2% increase from 73%
to 75% success for all first
time eligible students in
Applied English courses
A 1% increase from 95%
to 96% success for all first
time eligible students in
Academic English courses
-
-
literacy teachers facilitate and participate
in 4Cs and / or collaborative inquiry in
Applied level classes to further
understanding and enhance instructional
practices in subject-specific and crosscurricular literacy
literacy teachers co- plan and co-facilitate
workshops for teachers and students with
a particular focus on grade 9 and 10
Applied and Essential classes
Grade 9 Applied and Academic English
lessons are planned and delivered to
address identified areas of need from
OSSLT results
data from EQAO Item Information
Reports is used to support planning and
instruction for students who were
unsuccessful on the OSSLT (students in
gr. 11)
gr. 9 students who were identified at risk
in literacy from feeder schools are invited
and encouraged to participate in After
School Literacy program
staff meetings highlight effective
strategies and share resources for literacy
instruction
-
teachers identify the literacy skills and
strategies necessary for success across
subject areas
-
enable explicit instruction in the
development of literacy skills across all
curriculum areas through pd workshops
and supports facilitated by literacy
teachers
-
use the Adolescent Literacy Guide: A
PROFESSIONAL
LEARNING
RESOURCES
CEC Learning Network
Literacy Teachers and
Literacy Teacher
Network
English Subject Head
and Department
Student Success
Teacher network
YRDSB - C & IS
Secondary Literacy
resources - videos,
ppts. etc.
Leadership Team
(Subject Heads.
Network Participants,
Administrators)
Adolescent Literacy
Guide: A Professional
Learning Resource,
Grades 7-12 EduGAINS Literacy
Resources
Curriculum
Consultants
Digital Literacy
Vice-Principals: Linda DiMarco, Theresa Meikle
PROFESSIONAL
LEARNING
MONITORING
OF
ACHIEVEMENT
OF THE SMART
GOALS
RESPONSIBILITY
Growing Success
implementation
Oct 2012 Diagnostic Test
Literacy Teachers
Transition
Planning
Nov 2012 Identify at risk
students / delivery
of results to
students/letter
home to parents in
Administrator
Learning Goals and
Success Criteria
Dec 2012-Contact
of parents for
results/offer for
literacy course
Jan 2013afterschool Lit
course
Spring 2013 Literacy Test
2012-13
OSSLT results
Special Education
Staff
Subject Heads and
Leadership Team
All Teachers
Grade 9/10 Teachers
of Applied Courses
Student Success
Teacher
Guidance,
Personalized
Alternative
Education Head
Educational
Assistants
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
Principal: Tod Dungey
Professional Learning Resource for
Literacy, Grades 7-12 as a resource and
support for collaborative inquiry / pd
-
develop and deliver literacy lessons
related to reading and writing skills
evaluated on the OSSLT - Grade 10 “lit
blitz”
-
continue to use diagnostic assessment (
OSSLT practice test results) and other
data to identify potentially at risk students
and to plan and deliver interventions
(grade 9 and 10 diagnostic assessment and
transition profiles)
-
provide intensive support for students at
risk based on OSSLT practice diagnostic
-
continue to offer After School Literacy
program through Continuing Education
-
timetable Grade 10 Learning Strategies
courses in semester 2 as possible to aid
preparation of OSSLT
-
timetable OLC course in semester two
and counsel students appropriately
-
connect pd on Adolescent Literacy to
ongoing learning in Assessment and
Differentiated Instruction
-
share information and resources with
parents through E-Bulletin, Website,
Parent Information night, etc
Teacher (Ian Gowans)
Growing Success
Document
Literacy Teachers
YRDSB Literacy
Moodle
Vice-Principals: Linda DiMarco, Theresa Meikle
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
ASSESSMENT &
ANALYSIS OF DATA
Additional Projects
Transitions
SMART Goal
Specific,
Measurable,
Attainable,
Results-based, and
Time-bound
By February 2014,
there will be a 2%
improvement in
reported student
engagement as
measured by the
School Climate survey
(from December 2012
Board results)
SEF
INDICATORS
4.7 - Timely and
tiered
interventions
supported by a
team approach,
responding to
individual
student needs.
Behavioural
engagement (“At this
school I am learning
to practice good
character values”)
from 82% up to 87%
reporting “Strongly
Agree/Agree” (Board
is at 76 %)
Student Voice
Community
Cognitive
engagement (“I find
the work interesting”)
from 52% up to 56%
reporting “Strongly
Agree/Agree” (Board
is at 50%)
By February 2014,
there will be a 3%
improvement in
reported student
engagement as
measured by the
School Climate survey
Principal: Tod Dungey
TARGETED, EVIDENCE- BASED
STRATEGIES/ACTIONS
PROFESSIONAL
LEARNING
RESOURCES
ROC King – Continue to review, revise and
focus work on increasing participation in the
Rookie Orientation Camp
YMCA Wanakita Staff
Continue to develop and train Student
Mentorship team to foster positive school
climate through activities and leadership
(i.e., Grade 9 transition day, Exam
Extravaganza, ROC King, Mini ROC King,
Feeder School Visits)
Speak Up Grant
$1000-$2000
Vice-Principals: Linda DiMarco, Theresa Meikle
PROFESSIONAL
LEARNING
Student Success
Network
MONITORING
OF
ACHIEVEMENT
OF THE SMART
GOALS
RESPONSIBILITY
Rock, Stick, Leaf
evaluation cards
ROC King
Committee
September 2012
Exam
Extravaganza:
January 2012
Mini-ROC:
March 2012
Gr. 9 Day Committee
Student Mentors
Student Success
Team
Student Mentors
Partner School Visits
Grade 9
achievement data
Mini ROC
Feedback cards
2013-14 ROCKing and Mini
ROC-King Camps
3.2 School
programs
incorporate
students’ stated
priorities and
reflect the
diversity, needs
and interests of
the school
population.
Encourage student voice through leadership
opportunities in our school (i.e., President’s
Council, Student Forum)
“Speak Up in a Box”
YRPC Student
Leadership
Conference
Spring 2014
Support initiatives brought forward by student
groups (e.g. presentations to raise awareness of
local and global social and environmental
issues, holiday fair)
YRDSB Community
Liaisons
Ongoing events
and meetings
throughout the
year
6.3 The school
and community
build
partnerships to
enhance
learning
opportunities for
Fundraise for local and global charities (food
drive, clothing drive, toy mountain, Movember,
“brick by brick”)
Community
Partnerships
Strengthen partnership between students and
Municipal Services (YRP, King Fire
Guest speakers
School Liaison Officers
By June 2014,
there will be a 2%
improvement in
reported student
engagement as
measured by the
School Climate
Concerns and
issues raised from
Student Forum
Student Council
Presidents’ Council
Mentors
ESP Team
GSA Club
Student Council
Eco Schools Team
KCSS Staff &
students
King City Secondary School – School Improvement Working Plan 2012-14
Superintendent: Gayle Brocklebank-Vincent
(from December 2012
Board results)
Inclusivity
Affective engagement
“I enjoy being at this
school” - from 80 up
to 85% reporting
“Strongly
Agree/Agree”
Equity and Inclusivity
“Do you ever feel
unwelcome or
uncomfortable at
your school?” - from
11% down to 8%
reporting
“Always/Often”
Eco Schools
School Safety
“I stayed away from
school or wanted to,
in order to avoid
being bullied or
harassed”-from 18%
down to 13%
reporting “Strongly
Agree/Agree
Principal: Tod Dungey
students.
Department, YPH) through lunch and learns,
presentations, dodge ball fundraiser
3.1 – The
teaching and
learning
environment is
inclusive and
reflects
individual
student
strengths, needs,
and learning
preferences.
Promote student driven programming (e.g.,
GSA, ESP, build acceptance and understanding
regarding inclusiveness)
Plan intentionally for the diversity of students
within classes
Facilitate professional development for staff
around strategies to welcome VISA students
and English Language Learners
Continue to offer the Lion’s Mane Lounge as a
safe and welcoming place supervised by log
funded Child and Youth Worker and
Educational Assistants
Presentations to staff and students, lobby
displays, maintain Eco-Schools Gold status
Vice-Principals: Linda DiMarco, Theresa Meikle
(YRP)
Log funded EA
Curriculum
Consultants
YRDSB Community
Liaisons
YRDSB Community
Liaisons
School Social Worker
Healthy Schools Grant
$500
Eco Schools Team
(Staff, students,
parents, community
members)
Student Green Team
survey (from
2012-2013 Board
results)
Stand Up Speak Up
conference
Fusion Conference
Secondary Central
Network
Literacy
Collaborative
Cultural proficiency
in-service training
Healthy Schools
Network
Guest speakers
Specialist High Skill
Major Network
SHSM Network
Guest Speakers
York Region
Environmental
Conference
Spring and Fall
2012
Vice-principals
Ongoing events
and meetings
throughout the
year
Log funded EA
Jan - Initial waste
and energy audits
Eco Schools Team
Student Green Team
School Staff
Maintain Gold
Rating of Eco
School
Certification and
Application for
Platinum