Frank Roberts Junior High
350 Foxtrap Access Road
Conception Bay South
2013 – 14 Annual School Development Report
Vision
Frank Roberts Junior High is dedicated to promoting independent life long
learning in a safe, caring and respectful environment.
Mission
The community of Frank Roberts Junior High promotes learning and encourages
mutual respect to enable students to reach their maximum potential.
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Message from School Council
The Frank Roberts Junior High School Council remains a strong voice and
advocate for the students, parents and teachers. I would like to express a sincere
thank you to all members of the school council, who have worked and
volunteered to continue to improve the learning environment at our school.
In keeping with the goals set in the school development plan, we continue to
discuss ways to keep the environment in and around the school conducive to
positive learning. We also continue to work on increasing and maintaining our
students’ and staffs’ technological capabilities by replacing outdated equipment
and increasing the school’s inventory of technological tools.
We continued to work hard to bring important issues to the forefront. School
Development continues to guide the agenda of our School Council. We have
supported the efforts of the administration and staff in combating bullying and
providing a safe and caring environment for students.
Our members energetically worked to support the school’s administration, staff,
and students in advancing literacy, a safe and caring school, and student
achievement.
We acknowledge and thank the staff and students, as well as the school
community for their efforts and accomplishments over the past year and look
forward with anticipation to the coming year.
Sincerely,
Chair
Frank Roberts Junior High School Council
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Message from Principal
I am pleased to present to you the 2013-2014 School Report for Frank Roberts
Junior High School. This report provides a profile of the school’s involvement in
the school development process. It has been an extensive process and the staff,
parents, school council and students are to be commended for their hard work
and dedication.
The school year has been a rewarding one where many of our students and staff
experienced great successes in the classroom and through a variety of extracurricular activities - both in the school and in the community. They were excellent
ambassadors of Frank Roberts Junior High - each and every one of them a true
RAVEN!
This Annual School Development Report outlines students’ and staffs’
achievements in both academic and co-curricular areas, special projects,
services and programs and our School Development Plan. Our plan focused on
improving student achievement by increasing teacher literacy in the domain of
21st Century Learning teaching and assessment strategies and creating a safe,
caring, healthy, inclusive and socially just environment where each student is
motivated to learn.
This year saw the school community work diligently to improve and enhance our
school. The school entered year one of its school development plan.
I am pleased to report that the staff enthusiastically supported the co-curricular
programs as a complement to our academic efforts. The academic program was
strongly supported by the school's Guidance Counsellor and Special Services
team who intervened on behalf of students who experience emotional, social
and academic distress. The contents of this report will reflect the well rounded
program provided by the staff, which I believe added significantly to the
educational experience of our students.
Gail Butler, B.Sc., B. ED., M. ED.
Principal
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Overview of School
Our School Community
Frank Roberts Junior High is part of the Newfoundland and Labrador English School
District and is located at 350 Foxtrap Access Road, CBS. Its catchment area includes
all grade 7, 8 and 9 students from west of the Manuels River to Seal Cove. Its feeder
system includes Upper Gullies Elementary, St. Edwards Elementary and St. George’s
Elementary. During the 2013-14 school year, the school had an enrolment of 605
students and offered programming in English and both Early and Late French
Immersion.
Frank Roberts Junior High offered both Early and Late French Immersion programming
in grades 7, 8 and 9. Regular English stream programming was also offered in grades
7, 8 and 9.
During the 2013-2014 school year, the average class size in the Late French Immersion
classes was 20 students in grade seven, 21 students in grade 8 and 24 students in
grade 9. In the Early French Immersion classes, the class size was 24 in grade 7 , 31 in
grade 8 – with two teachers assigned and 21 in grade 9. Within the English stream,
class sizes averaged 24 students in grade 7, 28 students in grade 8 and 24 students in
grade 9. The school also offered programming for eleven students with pervasive
needs.
Our school had a total of 40.25 full-time educational staff which included 2 administration
units, 5 department heads, 0.60 learning resource teacher, 1 guidance counselor, 4.00
specialist teachers – physical education, music (choral and band), art, home economics
teachers, 6.4 instructional resource teachers, 26 regular teachers and the support of 5
student assistants. In addition to staff based at the school, we have access to District
office staff including: program specialists for language arts, French, mathematics,
science and technology, social studies, a speech language pathologist, itinerant
teachers for the hearing and visually impaired, a behaviour itinerant teacher and
educational psychologists. The school also has the services of one secretary, one
daytime custodian and two nighttime maintenance custodians and one four hour cleaner
(every second night). The school’s cafeteria is run by an outside organization,
Chartwells, Compass Group.
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Key Highlights/Special Projects
Fundraising
This past year the school identified a need to upgrade its wireless capabilities so that
more students and staff would be able to access the internet for use in classrooms.
Over the past several years the school had purchased ipads for classroom use and
difficulty was being experienced if more than 50 users per floor attempted to access the
wireless using the airports that were currently in place. As a result, it was determined
that money was needed to complete a wireless coverage assessment and to purchase
ARUBA networks. To meet this need, two separate fundraising campaigns were held: a
catalogue order in the fall and a 50/50 ticket draw just prior to Christmas. The school
was successful in raising the funds and the ARUBA devices were installed and are
operational.
Social Studies
This was an exciting year for social studies at Frank Roberts. The grade 8 & 9 students
attended presentations from the Association for New Canadians as well as Memorial
University’s Cultural Connections group. These groups discussed the challenges that
immigrants face when they come to Canada. Our grade 7 & 9 students attended a
presentation on active citizenship which was part of a pilot program by the Government
of Newfoundland and Labrador’s “Getting the Message Out” program. As well, grade 7
students examined the idea of economic, political and national empowerment. One of
the projects they participated in was writing a letter about a soldier’s life in the trenches
of the First World War. Grade 8 students participated in the Heritage Fair. Social
Studies teachers worked with students to help them select a topic related to
Newfoundland and Labrador Heritage. The teachers then worked with the students to
show them how to effectively research their chosen topic. The students used their
research to create a project for the Heritage Fair. The top three projects for each class
were on display during the school’s Heritage Fair in April. From these students, three
students were selected to attend the Regional Heritage Fair held at Amalgamated
Academy in Bay Roberts in May. One of these students won the School Milk
Foundation Award for his project on farming. As part of their programming, several
grade 8 classes visited the Colony of Avalon in the fall to learn about archaeology and
the history of the site and grade 9 students analyzed several issues related to
immigration and citizenship this year and worked on a project that had them comparing
two Canadian cities in terms of their physical and human geography. A highlight of the
school year was Social Studies week in April. Students participated in a variety of
activities including trivia with prizes, a Newfoundland theme day and our annual Heritage
Fair. On our Newfoundland theme day the students dressed in traditional clothing and
were treated to live musical performances, as well as, tea buns for recess.
Science
This year was very busy for the Science Department at Frank Roberts Junior High. As
the students completed the science curriculum they were engaged in various projects.
These included studying the chemistry of fireworks, making models of our solar system
that extended around the school, designing 3-dimensional models of human body
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systems, creating their own density towers, and many other projects that allowed each
student an opportunity to explore the concepts in various fun ways.
We made use of the Internet to explore areas beyond the required curriculum as the
iPads quickly became a classroom tool as much used as the pencil sharpener. For
example, students took pictures of their electrical circuits to help other groups who were
having difficulty or students would choose to sometimes have their textbook read to
them by the technology, and they also learned to solve disagreements by looking up the
answer to their questions.
This year every student travelled to a science center in the community to study some
aspect of the curriculum. Grade 7 students completed an earth science session at the
GeoCentre. Some classes conducted an environmental assessment of the school
grounds while other classes visited the Manuels River Interpretation Center to study
ecology. At the grade 8 level all the students attended a water analysis program at the
Fluvarium where they tried to determine what killed Fred the Fish. The grade 9 students
completed a space program at the Geocentre where they drove rovers on “Mars” to look
for water, discovered the scale of our solar system using huge models, as well as many
other activities.
English Language Arts
The English Language Arts (ELA) department at Frank Roberts enjoyed another
productive and exciting year with the full implementation of the new ELA Intermediate
curriculum into its second year. Students and teachers are embracing a new set of
resources in ELA that offer plenty of instruction using Smartboard technology and online
components of the resources package. Students here, at Frank Roberts, are embracing
the concepts of ‘connecting personally’ with what they read and are particularly enjoying
the Homegrown unit of the program which features writing by and about
Newfoundlanders and Labradorians.
In May, Frank Roberts Junior High celebrated ELA Week. During this week, the ELA
department was highlighted within our school by displays of exceptional student work,
“Fun Facts” about the English language, daily word scrambles and puzzles, a serial
short story read out each morning over the PA, and a visit by local young adult author,
Caighlan Smith. In February and early March, all students in the school completed a
formal speech in their English classes. Each class chose one winner to compete in our
school-wide competition which was held on the evening of March 11th. The event was a
great success with a winner and runner-up being selected from each grade level. From
this group of winners, four students went on to compete in the regional Lions’ Club
Speak-off where one of them placed 2nd at the competition, and Frank Roberts took
home the team trophy. In March and April, grade 7 students participated in a character
education program entitled “Turning Points”. Students, along with their English teachers,
completed activities culminating with students selecting a turning point in their lives and
writing about it in a reflective, personal essay. Ten of our grade 7 students went on to
represent the school in a district-wide competition. In June, three students were
honoured with Writing Awards at the final assembly. Overall, it was another successful,
fun and productive year for the teachers and students in the area of language arts at
Frank Roberts Junior High.
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French
Encore une année dont nous sommes fiers! 2013-14 was an exciting year in the French
Department of our school. Of significant note was the increased use of technology to
allow students to participate in, and to produce realistic communication in their French
second language classrooms. Easy access to the iPads made for timely idea sharing
and revision among students as they created videos, podcasts, cartoon dramatizations
and wrote songs in French. French teachers continued to increase differentiated
instruction and assessment in their classes. Projects were created or revised to ensure
a wide variety of learning experiences were available. Using mobile technology
applications, Core French students demonstrated their creativity as they communicated
their learning using everything from speaking skeletons at Halloween to movies about
dream vacations to French speaking destinations. Immersion student blogging at the
grade 9 level brought student ideas to a world audience and greatly increased written
communication and interaction within the class and among schools. Knowing the
challenges faced by both parents and children as they engage in second language
study, grade 7 French teachers and the guidance department welcomed teachers to
come try out the life of an immersion student for an evening. The event was well
attended and garnered much appreciation from the parents. This will continue to be a
part of our yearly French department agenda. French language teachers continually
seek opportunities to provide realistic situations in which French is the language of
communication. This year, students were able to practise the skills learned in class and
to experience Francophone culture through a variety of events. Some of the highlights
include the grade 7 exchange trip to the French Island of Saint-Pierre, the grade 9 trip to
Quebec City, as well as, an exploration of careers in the arts by our grade 8 classes.
February is Carnaval time in Quebec and also at Frank Roberts Junior High! Daily
activities and challenges encouraged students and teachers of all ability levels to
participate in cultural activities and to try out their French skills. On a daily basis,
students could be found trying out their “expression du jour”, scavenging classroom
items for a “chasse au trésor, flipping and sampling crêpes or watching the classic
character Tintin in his film adventures. It was great fun for all participants. We are
already looking forward to next year!
Math
This is the sixth year since the new math curriculum has been implemented. Again, all
signs are positive toward this new program. There is a good student text with multiple
resources for teacher and student. The resources are also available to parents via the
school web page. This has proven to be advantageous to students and parents alike.
Students from all three grade levels were actively involved in various math competitions
throughout the school year. In February, approximately 30 students from grade 7 and
grade 8 competed in the Canadian National Math Competition and another 60 grade 9
students competed in the Canadian Mathematics Pascal Competition. In May, grade 7
and 8 students wrote the grade 7 and 8 Canadian Mathematics Gauss Competition while
the grade 9 students wrote the Canadian National Math League Algebra Competition.
Students with the top mark in each contest are awarded an individual plaque at the yearend assembly as well as having their name placed on a perpetual plaque that is
displayed in the school. During the week of May 12 – 16 the Mathematics Department
was highlighted. This cumulated on Friday with Dunk-a-Teacher Day. Throughout the
week students had a chance to answer a question of the day which, if answered
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correctly, entitled them to be entered for a chance to throw a ball at a target to dunk a
math teacher. This was a fun filled day that saw all math teachers being eventually
dunked, some more than once. During the week students also had an opportunity to
watch selected movie clips and/or videos which showed math in an interesting or
humorous manner.
Safe and Caring Schools Initiatives
S.T.R.I.V.E. Presentations - Grade eight students are involved in the S.T.R.I.V.E
program. This program is presented by Con. Krista Day of the Royal Newfoundland
Constabulary. STRIVE stands for Students Taking Responsibility in Violence
Education. The STRIVE program is based on the notion that all students attending
schools in Newfoundland and Labrador have the right to attend classes, participate in
school activities, and enjoy free time without fear of being the victim of youth violence,
being intimidated, verbally or physically abused, sexually harassed, or made to feel
excluded or like a victim.
The Royal Newfoundland Constabulary STRIVE program was designed to provide
information on youth violence for youth attending intermediate school (grade 8). The
goal of the program is to empower these students to take ownership of the problem and
work within their schools and communities to find real-life solutions to problems
encountered. The program contains information, statistics and photographs that are
aimed to inform and enlighten the students to the effects of their own behavior and to
that of other students. The STRIVE program aims to communicate to youth themes of
respect, responsibility, empowerment and action. These themes compliment each other,
and as each one is revealed and discussed in the presentation it builds upon the next
theme.
Internet safety - presentations were held in March. These presentations, done by
Con. Darrell Nixon, of the RNC were given to our grade 7 students and covered internet
do’s and don’ts.
Anti-Bullying – presentations will be held from April 8 – 10 for all students. This
presentation is being done by Mr. Grant Fitzpatrick from the mental health association.
Respect Month - February was Respect Month at Frank Roberts. Throughout
February, students participated in classroom and school wide activities that promoted
the Raven ROLES including respect for others, learning, the environment and self.
Presentations by the Beyond the Hurt group were held throughout the month including a
motivational talk by T.A. Loeffler. February 26th was Pink Shirt day and students wore
pink in support of Bullying awareness. The complete calendar and schedule of events
was emailed to parents and posted on the school website.
ABILITY AWARENESS WEEK - Ability Awareness Week was held from March 24-28.
The focus of this week was on a variety of disabilities: Learning Disabilities, Autism,
Epilepsy, Anxiety, and ADHD/ADD. Staff and students wore a different colours to
represent the disability of the day. Furthermore, teachers were provided with activities to
highlight the different disabilities. A fact sheet for each disability, classroom tips and
strategies along with 2 - 3 activities for classroom use were provided for teachers to
utilize during health, religion or language arts classes. Staff and students became further
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aware of the challenges some individuals face in their daily lives and when completing
academic tasks.
PARENT PRESENTATION - On March 25th a parent presentation titled “Parenting the
Junior High student” took place at the school. The presentation provided an overview of
the issues some parents face and provided tips and strategies to deal with junior high
challenges.The presentation was well attended and the feedback was very positive.
Shave for The Brave - On Friday, March 8 we held our Annual Shave for the Brave.
Twenty-two students and a teacher collected pledges to support Young Adult Cancer.
This charity raises money to send young adults suffering from cancer to a retreat.
Participants agreed to part with their hair under the watchful eye of the entire student
body. What a brave gesture of support for this worthy cause. Over $4500.00 was
raised.
Athletics – Frank Roberts Junior High experienced great successes in a variety of
extracurricular activities. The school hosted its 11th Annual hockey tournament. It was
huge success and showcased the talents of hock players from all over the metro region.
The school basketball team was successful in hosting and medaling in its own
tournament. All of the schools’ volleyball teams were successful in several tournaments
throughout the year. Medals were won by each of the girls teams and the boys team
won both medals and banners. The ultimate Frisbee team was successful in medaling
the provincial tournament and was named the most spirited team.
Partnerships
Frank Roberts Junior High is very fortunate to have the sponsorship of Home Hardware
in contributing to The Newspapers in Education Program. It assists in the delivery of
The Telegram on a daily basis to our school. This resource is widely used throughout the
year in all subject areas.
Another of our successful partnerships has allowed us to operate a daily breakfast
program. Through the generosity of the Conception Bay South Lions Club, the Kids Eat
Smart Foundation, parent and staff contributions and the help of a dedicated group of
parent and teacher volunteers a breakfast consisting of toast, cereal, cereal bars, grilled
cheese sandwiches, pancakes, waffles, yogurt and fruit is served to over 125 people
each morning. Students, staff, our parent volunteers and these organizations are to be
commended for their commitment to this worthwhile project.
Ensuring a safe and caring school environment is an integral part of Frank Roberts
Junior High’s school development process. To assist the school in achieving this goal
the school has been fortunate to be able to avail of the generousity of several partners –
both corporate and parental. The Public Service Credit Union generously provided
support to the Beyond the Hurt Program. As well, numerous organizations and
individuals donated school jerseys for use in the school’s curricular and extra-curricular
programs. City Honda and Admiral’s Coast and H& R Block donated volleyball
uniforms.
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Summary Report on the School’s Most Current Data
The school’s most current data is a summary of school, district and provincial results. It reflects progress made in our school’s goal
areas and identifies areas that need to be addressed. We used the data to guide our professional development at the school level
and to assist teachers in targeting potential areas within their own professional growth plans.
The data presented throughout this report represents the base for which all learning takes place within the school. Whether it is
reflected upon at departmental or staff meetings or serves as a basis for our leadership team to discuss target areas within our
school, the information analyzed throughout this report is imperative to the success of the school.
Provincial Assessment Data
Grade 9 Mathematics
Grade 9 Enrolment = 183
2010/11
School
2011/12
2012/13
Region
Province
School
Region
Province
67.6
64.2
64.4
67.0
68.0
67.6
64.2
64.4
67.0
73.1
66.5
66.0
79.2
School Region Province
2013/14
School
Region
Province
68.0
57.8
66.1
66.6
68.0
68.0
57.8
66.1
66.6
70.8
70.7
69.8
71.0
71.3
74.4
72.8
73.3
Multiple Choice
Number
Concepts
Number
Operations
Patterns
and
Relations
Shape
&Space
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Statistics
and
Probability
90.2
88.2
87.9
84.7
85.8
85.5
58.4
63.2
65.4
62.3
64.0
65.5
Constructed Response: Percentage of students achieving at grade level or above
Patterns
and
Relations
66.2
60.5
59.5
64.1
55.2
55.2
Number
53.0
52.8
53.6
71.1
68.1
68.1
Criteria
What do these results tell us?
This year, grade 9 students wrote a Provincial Criterion Referenced Test in Mathematics in June. Many students at Frank Roberts
Junior High performed very well on these assessments but there were also many students who are underperforming. It is believed
that work is needed on student’s basic skills, the amount of practice time provided for students needs to increase and that further
evaluation of the assessment tools being utilized by staff needs to occur to determine their suitability in assessing students’
capabilities.
Thus, the Mathematics Department proposes the following actions for this school year:
1.
Teachers will complete a unit analysis sheet after each unit. This analysis sheet will be discussed at the monthly math
department meetings with the aim of determining where improvements in teaching can occur and whether
changes/enhancements of assessment items are needed so that student performance improves.
2. Teachers will utilize a variety of methods to develop and deliver math programming to allow for increased practice time.
Examples of these methods are listed in the current school development plan (page 18 of this report).
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Internal Assessment Data (synthesis of report card data to report trends)
Frank Roberts Junior High has a long history of promoting Academic success. This is evident
in the number of students who were successful in achieving the learning outcomes at each
grade level and those who demonstrated academic excellence by making the honour roll or the
principal’s list.
An analysis of the 2013-14 school report cards showed that over 90% of students were
successful in achieving the learning outcomes –97.3% of grade 7 students, 88.8% of grade 8
students and 86% of grade 9 students successfully completed the learning outcomes. As well,
30.9% of the student body – 186 students - made either the honour roll (at least 80% in math,
English, French, science and social studies and 75% in all other subjects) or the principal’s list
(met the criteria for the honour roll and also had a >90% average). Twenty-four students – 16
grade 7 students, 5 grade 8 students and 3 grade 9 students - made the honour roll and 162
students – 70 grade 7 students, 48 grade 8 students and 44 grade 9 students - made the
principal’s list.
As well, staff takes great pride in doing everything possible to ensure that all students are
achieving to the best of their abilities. This is evident by the importance placed on academic
interventions when students aren’t achieving. They are relentless in encouraging students to do
their best, work hard and avail of any additional support needed to help them succeed. Once
identified as not achieving to their potential, staff begin meeting with the students, contacting
parents, making themselves available for tutoring during non-structured time, as well as
encouraging other avenues of supports such as Tutoring for Tuition as an option for helping
them achieve to the best of their abilities. The teaching staff also promotes the use of
technology to aid students in achieving their academic goals.
The school also has positive results on their climate and culture survey that is administered
each year by the Department of Education. These results are very important as they assist the
school in maintaining a safe environment conducive for student learning. However, it was
determined that continued work needs to be done in enhancing student interactions and school
bus safety. As part of this year’s school development plan, the school will continue to focus on
building those positive relationships and maintaining its welcoming and care environment (see
page 20 of this report for strategies to implement in the coming school year).
As can be observed throughout this report, the School Development Plan is constantly looking
at strategies to help ensure staff and students are successful. Strategies have been developed
for all subject areas to allow teachers to provide students with a variety of skills to improve their
numeracy and literacy skills thereby allowing them to become more independent learners (see
page 18 of this report).
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Report on School Development Plan for Previous Year (2 – 3 pages)
Goal 1. Frank Roberts Junior High will create a safe, caring, healthy, inclusive and socially just environment where each student is
motivated to learn.
Objective 1.1 FRJH will promote wellness
Objective 1.2 FRJH will create a safe
Objective 1.3 FRJH will create a socially just and
among staff, students and parents
environment for all members of the school
community.
Evaluation 1.1
Evaluation 1.2
Team building activities were created and
regularly used during staff meetings and PD days.
Parent and student session were had, target a
number of wellness issues.
Staff now needs to continue to utilize teambuilding
activities as part of their staff meetings and PD
days but need to broaden its base to include the
student body. As well, activities/events/themes,
ex. Dessert Fridays, need to be promoted so that
staff /students feels appreciated.
Annual School Development Report
inclusive environment.
Evaluation 1.3
A new group of students were trained in the Beyond
the Hurt program. The Gotcha program continues
to be used at school, however a more consistent
approach is needed to maximize this program’s
potential. A number of student presentations took
place this year targeting many of the desired topics.
A number of speakers were brought into the school
targeting diversity, tolerance and social justice.
Some students were recruited to assist with the
Breakfast program, however more work is needed
to add more students to the complement of
volunteers.
Preparation is now needed for the PBS Kick start
for September to help refocus all staff with the
program.
Work is now needed to revise the RAVENS ROCK
IT program, as well as establish a Social Justice
Club.
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Goal 2. FRJH will build upon teacher literacy in the domain of 21st Century Learning teaching and assessment strategies
Objective 2.1 to expose new teachers to (and re-
Objective 2.2 to create opportunities for
Objective 2.3 to increase the proficiency levels of
visit with returning teachers) the inventory of
curriculum and instruction practices that reflect a
philosophy of 21st Century learning in use at FRJH
internal sharing of best practices for 21st Century
learning at FRJH
teachers in the use of 21st century learning
instructional and assessment practices/strategies
Evaluation 2.1
Evaluation 2.2
The inventory of strategies was re-visited and
reformatted so that it was more user friendly. This
was done using one of the 21st century learning
strategies employed by a staff member. It was then
distributed and discussed at a staff meeting.
The inventory now needs to become a regular
agenda item for departmental and staff meetings.
Evaluation 2.3
The observation form was created, discussed at a
staff meeting and distributed amongst staff. Staff
members conducted at least one observation of
fellow staff members and via a carousel activity
shared their observations with all staff members.
Time was provided for teachers to develop a lesson
using the 21st century learning strategy they
observed from a colleague.
The newly developed lessons now need to be
shared with colleagues so that staff’s repertoire of
skills and strategies continues to grow.
Staff needs to continue with the observation of
colleagues using various 21st century learning
strategies. As well, continued sharing of the
observation data now needs to become part of
staff meetings.
Operational Issues Report 2013_-2014_
Year
2013-14
Issue
Wireless capacities of building
insufficient to meet student/staff
demand
Ventilation was insufficient in the
center block of the school causing
heating issues in rooms 208, 209,210
and L111
Annual School Development Report
Action
Evaluation
Fundraising initiatives for the 20132014 school year geared towards
upgrading. An assessment will need
to be completed to determine wiring
needs and the number of ARUBA
networks required
A new ventilation unit needs to be
installed on the school roof. Many
discussions were held with the district
maintainence personnel
Evaluation was completed. Through
successful fundraising initiatives,
ARUBA networks were purchased and
installed.
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The ventilation unit has been
purchased but has not yet been
installed. Heating issues still exist.
Actions for Change (2 – 3 pages)
In the Actions for Change section, provide a summary of the changes in strategies that will be used for each objective in the current
year’s plan. Also, provide an explanation for the change based on the data analysis and evaluation of the previous year’s plan.
Goal 1. Frank Roberts Junior High will create a safe, caring, healthy, inclusive and socially just environment where each student is motivated to learn
Objective 1.1 FRJH will promote wellness
Objective 1.2 FRJH will create a safe
Objective 1.3 FRJH will create a socially just
among staff, students and parents
environment for all members of the school
community.
and inclusive environment.
Actions for Change 1.1
Actions for Change 1.2
Actions for Change 1.3
The objective was achieved and it is felt
that the ideas of staff and student wellness
are now part of school culture. It will
continue to be monitored in the following
year.
Further work is required. Another rollout
of the PBS program, as well as, the
teaching of the Digital Citizenship
component concentrating on the Digital
Law/Security component will help with
this. This is being done with a schoolwide approach. As well, the school’s
behavior matrix and the code of conduct
were re-visited and re-written.
Further work is required. The Student of
the month program was not utilized to its
fullest potential last year and as such it
will be re-designed with a monthly theme
allowing for greater student involvement.
The new program will then be explained
to the entire staff and each class. As well,
the social justice club will be established
to create and deliver activities for use by
the student body.
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Goal 2. FRJH will build upon teacher literacy in the domain of 21st Century Learning teaching and assessment strategies
Objective 2.1 to expose new teachers to (and re-
Objective 2.2 to create opportunities for internal
Objective 2.3 to increase the proficiency levels
visit with returning teachers) the inventory of
curriculum and instruction practices that reflect a
philosophy of 21st Century learning in use at FRJH
sharing of best practices for 21st Century learning at
FRJH
of teachers in the use of 21st century learning
instructional and assessment practices/strategies
Actions for Change 2.2 Inventories were created
and shared on the staff shared network.
Actions for Change 2.3 through the creation and
use of the teacher observation worksheet to see
their colleagues in action, teacher gained
proficiency in a variety of instructional and
assessment practices/strategies.
Actions for Change 2.1 Through a number
of PD opportunities new staff and
returning teachers were provided with
opportunities to explore and re-visit
existing practices.
Note: as a result the success experienced a
new academic goal and objectives has been
created for the 2014-15 school year.
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School Development Plan for Current Year (3 – 4 pages)
One Year School Development Plan (2014-15)
Goal 1: Frank Roberts Junior High will improve student independence and competence (mastery) in numeracy and literacy
Objective 1.1: To improve student independence
in organization and accuracy of writing
Objective 1.2: To improve
mathematical computational
skills by maximizing class time
spent on practicing math skills.
Objective 1.3: To increase
organizational skills to encourage
independent learning
Objective 1.4: To develop Critical
Thinking skill through improving reading
and revision of written work
Strategies:
Strategies:
Strategies:
Strategies:
1.1.1
1.1.9
Develop and implement incremental
expectations for student writing
1.1.2
Teachers model and practice language
structures through organizers and
provide them for student use.
1.1.3
Create and implement check-ups to
demonstrate understanding of terms in
Constructed Response
1.1.4
Ensure that students use complete
sentences and proper punctuation in all
writing
1.1.5
Train teachers to evaluate
creative/demand writing in order to
ensure consistency within department
1.1.6
Teach students the procedure for peer
editing and revision
1.1.7
T each directly how to use resources
such as dictionaries, conjugation tools,
word processors to find and correct
errors in writing. Encourage the use of
these tools before asking the teacher for
assistance
1.1.8
Provide students with the opportunity to
revise, by creating more than one draft
for all process writing, and to self assess
for demand writing
1.1.9
Explore ways to best share student
written production so that it is valued
Annual School Development Report
1.2.1 Teachers will utilize a
variety of methods to develop
and deliver math practice
programming to improve
retention of math concepts.
Examples:
(A) Use interactive
notes for all students.
(B) Allocate/provide
necessary materials
(paper, pencil, etc.) in
classroom.
(C) Use games and
puzzles.
(D) Use drill and
practice
(E) Supply a list of
applicable
apps
and/or websites to students and
parents
1.3.1
Teachers will ensure students
are using a folder to keep
together all science materials
bringing it to each class.
1.3.2
Teachers will model “ask three
before me” (check notes,
consult a classmate or other
resource before they ask the
teacher a curriculum question)
and ensure students are using it
in class.
1.3.3
Teachers will employ inquiry
based learning strategies such
as having students research
topics prior to the class
instruction.
1.3.4
At the start of each unit
teachers will provide students with
curriculum objectives so they can track
progression through
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1.4.1 - Develop and teach strategies for
reading for information / writing
1.4.2 Use technology (Ipads/tablets/Mp3
players) for students with reading/ writing
difficulty.
1.4.3 Concentrate on teaching use of
technology at grade 7 level.
1.4.4 Model
(reading/writing/revision/thinking
process)
1.4.5 Develop and use rubrics /exemplars
1.4.6 Develop and use differentiated
evaluation (chunking/cloze passage)
1.4.7 Develop and implement incremental
expectations and difficulty by grade level.
Indicators of Success:
-Organizers are created and used for
Constructed Response
-Students use the organizers to learn
Constructed Response process in Grade 7, and
students no longer need organizers in Grade 9
-Check-ups are created and used
-Check-lists for self-assessment and revision
created and implemented
-Posters are created and posted in each ELA
classroom
-Teachers receive training
Indicators of Success:
-
Teachers have
developed and
utilized the above
strategies.
Indicators of Success:
- Students have their folders
containing all their materials in with
them in class.
- Students are using “ask three before
me”.
- Teachers have used inquiry based
learning strategies.
- Teachers have provided curriculum
objectives at the beginning of the
units and students have been
instructed on their use.
-A document outlining basic expectations for
writing has been created and is available to
students when they write.
-Feedback among and between students is
specific and includes helpful suggestions for
improvement of peer work.
-Students will have a variety of resources to
help them check their work and will use them
independently.
- Students will provide valuable feedback to
their peers
-Students will answer in complete sentences
across curricular areas without regular
prompting from the teacher.
-There will be a capital letter at the beginning
and punctuation at the end of sentences
- Students will create multiple drafts of
written work and be able to share their
revisions with a peer or with a teacher when
requested.
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Indicators of Success:
-
Grade 8 and 9 students using
technology independently.
Rubrics/exemplars
developed and used.
Evaluations that assess
progression of critical
thinking levels developed.
Goal 1. Support Plan
Financial
Money to print posters that show proper answer format and editing
reminders for all ELA classrooms.
Possible pay for sub time for Rubric expert
Increase photocopy budget.
Purchase of applicable apps.
Money for more ipads / tablets. Mp3 players.
Professional Development/Time Required
Time to develop/modify interactive
notes/posters/expectations/organizers.
Time to create/share puzzles and games.
Time to create practice worksheets.
Time to source appropriate apps and websites.
Time to develop strategies, evaluations and discuss and analyze student
results.
Approx. 2 PD days
Goal 2: Frank Roberts Junior High will create a safe, caring, healthy, inclusive and socially just environment where each
student is motivated to learn
Objective 2.1: FRJH will create a safe environment for all members of the Objective 2.2: FRJH will create a socially just and inclusive environment.
school community.
Strategies:
Strategies:
2.1.1 Revisit and promote the implementation of PBS through school wide
activities
2.2.1 Continue with the Student of the Month program celebrating student
successes (social, behavioral, academic, socially just, environmental)
2.1.2 Continue the Beyond the Hurt program
2.2.2 Recruit volunteers (staff, students and parents) for breakfast program to
promote ownership in school
2.1.3 Promote the GOTCHA program weekly
2.1.4 Continue with presentations by outside speakers on relevant topics (i.e.
drugs, bullying, smoking, LGBTQ, alcohol, racism etc)
2.1.5 Promote collaborative planning and teaching of Digital Citizenship
across all grade levels
Annual School Development Report
2.2.3 Create a social justice club targeting areas such as ethnicity, gender
identity, socio economic issues and family dynamics.
2.2.4 Plan an Inclusion/Social Justice month with appropriate activities
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Indicators of Success:
Indicators of Success:
2.1.1 PBS presented to students and expectations reviewed by Christmas
2.2.1 Students recognized monthly through a student and or staff nomination
process
2.1.2 New staff and students identified and trained to deliver presentations
2.1.3 GOTCHA program actively promoted by staff and regular rewards given
2.2.2 Enhance our volunteer capacity
2.2.3 Social justice club created and targeted school wide activities planned
2.1.4 Solicit presenters on various topics to address the needs of the school.
2.1.5 Using the District created lessons on Digital Citizenship to foster safe
and appropriate use of technology
2.2.4Inclusion / Social justice month activities planned and implemented
(perhaps combined with Spirit Week Activities)
Goal 2. Support Plan
Financial
$500 for GOTCHA program
Professional Development/Time Required
Time to review matrix and expectations and discuss GOTCHAS
Training time for students and teacher sponsor for Beyond the Hurt
Time to plan activities and arrange presentations
Time to research social justice and create activities/themes
Operational Issues for 2014 - 15
Operational Issue
Intended Action
Ventilation in the center block of
Installation of purchased unit
the building
Ventilation in the cafeteria kitchen Review of the ventilation issues by the district maintenance staff so
that a solution can be found
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