École Norwood Park
School Improvement Plan 2010-2011
VISION
All Students Achieving Their Full Potential
MISSION
Providing relevant, responsive education so that each
student becomes a life-long learner and contributing
citizen in a diverse world.
VALUES
Respect, Creativity, Excellence, Citizenship
Needs Assessment Analysis
Achievement Matters
HWDSB will prepare all elementary students
to be ready for success at the secondary
school level.

Create and implement an oral language
and early reading strategy for students in
Kindergarten to Grade 2

Focus on critical literacy/higher order
thinking skills


Teaching Learning Critical
Pathway Comprehensive literacy

Formative assessment

Differentiated instruction / tiered
approach to intervention

21st century fluencies
Implement problem solving approaches
to Mathematics
HWDSB Annual Operating Plan
École Norwood Park School Improvement Plan (Literacy) 2010-2011
READING
PLAN, DESIGN AND IMPLEMENTATION STRATEGIES
Needs
Assessment
& Analysis of
Data
School Self
Assessment
and District
Review Next
Steps 2009-10
2009-10 TLCP
School Data
Report Cards
Individual
Education Plans
DRA2 JK-3 EN
GB+ SK-3 FI
DRA 4-6 FI
(all students)
DRA 4-6 EN
(struggling
students)
OCA 7-8 EN
Yopp-Singer
(SK)
Kindergarten
Entry Checklist
(JK & new to
school SK)
SMART Goal
School
Effectiveness
Framework
Indicators
Targeted, Evidence-Based
Strategies/Actions
By April 30th,
2011, the
percentage of
students reading
at or beyond
provincial
standard (as
measured
against
established
HWDSB
benchmarks) in
school-based
and Board-wide
assessments
requiring
critical/higherorder reading for
meaning skills
(exp 1.5, 1.6,
1.8, 1.9), will
increase from
___% to ___%*.
1.1 Students and
teachers share a
common understanding
of the learning goals and
related success criteria
Students and teachers of all
grade levels and subject areas
will engage in regular
conferencing and self/peer
assessment activities, as
modelled by teachers; evidence
of a focus on improvement of
student work will include anchor
papers and exemplars, classgenerated success criteria and
rubrics, and portfolios of work
showing a progression of
achievement.
* Baseline data
& goal to be
established in
the fall, based
on initial
diagnostic
testing in the
classroom and
first Board-wide
data collection
period.
1.3 Students are taught,
and regularly use selfassessment skills to
monitor their progress
toward achieving
learning goals, and to
set their own learning
goals within the context
of the Ontario curriculum
and/or IEP
1.5 A variety of valid and
reliable assessment
data is used by students
and teachers to
continuously monitor
learning to inform
instruction and
assessment and to
determine next steps
2.4 Job-embedded and
inquiry-based
professional learning
builds capacity, informs
instructional practice
and contributes to a
culture of learning
4.3 Teaching and
learning incorporates
Students will learn and practice
goal-setting based on their
successes and challenges in
reading, with a focus on the
application of higher-order
thinking skills.
Teachers will consistently use
anecdotal and formal formative
assessment strategies in order
to make data-informed
instructional decisions and
ensure differentiated teaching
and learning.
At-risk students in K-2 will
participate in Levelled Literacy
Intervention program, in addition
to continued daily guided
reading instruction.
Students will apply digital tools
and resources to gather,
Resources
Ontario Language & FSL
Curriculum
Guide to Effective Instruction
in Reading K-3
Guides to Effective Literacy
Instruction Grades 4-6
The Report of the Expert
Panel on Early Reading: The
Early Reading Strategy
The Report of the Expert
Panel on Literacy in Grades 4
to 6:Literacy for Learning
EQAO Scoring Guides &
Rubrics
DRA Exemplars & Rubric &
HWDSB Handbook
GB+ HWDSB Handbook
DRA2 Training Video & Guide
HWDSB OCA Training Module
OCA Exemplars & Rubrics
MONITORING STRATEGIES
Professional
Learning
Teachers will continue to meet
in grade teams to moderate
and collaborate to target
teaching to needs identified in
student work.
Teachers will continue to meet
with the Principal and LIPT for
focused, job-embedded PD to
sustain the momentum built up
in previous years to implement
best practices.
Teachers will focus TLCP
development on the
implementation and monitoring
of formative assessment for
and as learning in order to
track student progress and
provide timely, effective
feedback for continued growth.
Teachers will collaborate in
school-based professional
learning teams and networks
to improve students’ critical
thinking skills through the
integration of 21st century
fluency skills into teaching and
learning at each step of the
TLCP.
Growing Success Document
Ontario CODE Binder
LNS Webcast Professional
Learning Series
Using a peers helping peers
model, teachers will
begin/continue to incorporate
existing technologies into
teaching and learning, as
Monitoring of the achievement
of the SMART goals
Students, teachers, administrators &
support staff will collaborate to maintain a
continuous cycle of monitoring student
growth and achievement including:
Responsibility
Shared Leadership
toward the specific
implementation,
support, monitoring
& evaluation of
strategies between
school community
members including:

Student self-evaluation tasks
including conferencing with the
teacher.

Teacher moderation of student work
through the TLCP on a 4-6 week
cycle (timelines to be set by individual
grade teams based on needs of
students)
Students
Analysis of data to ensure alignment
of TLCP, report card & standardized
testing data
LRT/SLRT
Monthly running records and MSV
analysis between DRA/OCA
assessments for students not reading
at grade level, and maintenance of
tracking board showing growth.
Principal



Revision of goals and strategies
based on newly available data, at
least three times throughout the
school year in November, January
and March

Timely and accurate data collection
based on TLCP classroom
assessments and board-based
assessments per the following
timelines:
Classroom (grade
and & Rotary)
Teachers
LIPT
Vice Principal
Parents
Evaluation
A comparison
between planned
results and actual
outcomes in student
performance will
form the basis for
next steps and
review of plan on a
regular basis.
Teachers will
collaborate to build
on successes learn
from challenges,
including the the
elimination or
development of
unsuccessful
practices. Lessons
learned will be
documented
following each
TLCP.
Students involved in
LLI will achieve
grade-level
performance
following 18-24
weeks in the
program.
Student progress
measured across
multiple datasets will
reflect overall
Grade 1 Oral
Language
Assessment
EQAO Profiles
of Strengths
and Areas of
Need for
Grades 3 and 6
EQAO Item
Information
Report for
Grades 3 and 6
Diagnostic and
target data for
each student will
be collated in
order to
establish a
school-wide
goal.
21st century content,
global perspectives,
learning skills, resources
and technologies
4.7 Timely and tiered
interventions, supported
by a team approach,
respond to individual
student learning needs
6.4 Learning
opportunities, resources
and supports are
provided to help parents
support student learning
and have productive
parent-teacher-student
conversations
evaluate, synthesize and use
information to support their
learning.
outlined in the ISTE standards
LNS Capacity Building
Monographs
Kindergarten Entry Checklist – Sept
(+ Jan re- testing for flagged students)
JK DRA EN – May
Students and teachers will
engage in collaborative,
meaningful inquiry-based
teaching and learning
opportunities at all stages of the
gradual release of responsibility
requiring the consistent
application of higher-order
thinking skills.
Teachers will provide
parents/caregivers with monthly
newsletters indicating upcoming
units of study in each area, and
suggestions for support at home.
Teachers and Parent Council
members will work
collaboratively to provide
resources, supports and special
events to “reach out” to parents,
including the creation of a
Reading Comprehension Toolkit
to support parents of FI
students.
ISTE NETs
http://www.iste.org/
21st Century Fluencies
Support:
http://www.21stcenturyfluen
cy.com/
SK Letter Identification (FI) - January
SK Yopp Singer (FI) – March
Gr 1 Oral Language Assessment – Sept
(+ Jan re- testing for flagged students)
GB+ Grades 1-3
Sept 20th to Oct 15th (data due Oct 29th)
Jan 17 to Feb 11th (data due Feb 18th)
improvements in
performance,
enhanced readiness
for junior curriculum
and narrowing of
achievement gaps.
Success in capacity
building will be
measured by the
sustainability of
newly-adopted
strategies and
processes.
Yopp Singer Support:
http://teams.lacoe.edu/document
ation/classrooms/patti/k1/teacher/assessment/tools/seg
ment.html
LLI Support:
http://www.heinemann.com/foun
tasandpinnell/faqs_lli.aspx
DRA Gr 4-8 FR & OCA Gr 7-8 EN
Sept 7th to Oct 15th (data due Nov 5th)
Mar 29th to Apr 23rd (data due May 21st)
An improvement in
parental
engagement will be
measured by
attendance at family
literacy evenings
and participation in
other home-school
initiatives to promote
student
achievement.