SCHOOL IMPROVEMENT PLAN
2006-2007
Principal: Patty Farris Vice-Principal: Bob Parsons
School Mission
Statement:
At Queensborough Middle School we are dedicated to working together within a safe, caring, respectful learning environment to enable all students to reach their full potential as life-long learners and contributing global citizens.
School Code of
Conduct:
The purpose
of the QMS Code of Conduct and Code of Consequences:
- To establish and maintain a
safe, caring and orderly environment for purposeful learning
- To clarify and publish
expectations for student behaviour at school, going to and from school and
while attending any school function or activity at any location
Acceptable
Behaviour for QMS Students:
- Respecting self, others, the
learning environment and the surrounding environment
- Helping to make the school a
safe, caring and orderly place
- Informing an adult, in a timely
manner (in advance, if possible) of incidents of bullying, harassment or
intimidation
- Engaging in purposeful learning
activities in a timely manner
- Acting in a manner that brings
credit to QMS
Unacceptable
Conduct for QMS Students:
Ø
Behaviours
that:
o
Interfere
with the learning of others
o
Interfere
with an orderly environment
o
Create
unsafe conditions
Ø
Acts
of:
o
Bullying,
harassment or intimidation
o
Physical
violence
o
Retribution
against a person who has reported incidents
Ø
Illegal
acts, such as:
o
Possession,
use or distribution of illegal or restricted substances
o
Possession
or use of weapons
o
Theft
of or damage to property
The
unacceptable behaviours listed in the Code of Consequences are examples only and
are not intended to be an all-inclusive list.
Disciplinary
action, wherever possible, is preventative and restorative, rather than merely
punitive. The purpose of consequences
for unacceptable behaviour is to help students learn from mistakes and be proactive
about preventing further inappropriate behaviour.
Code of Conduct Matrix
(developed by QMS Students and Staff)
“What does it look like and what does it sound like when we show respect for ourselves, for others
and for the environment in different settings at school?”
|
|
All
Settings |
Halls & Stair -way |
School Ground |
Library/ Comput-er Lab |
Gym |
Assem- blies |
Class- rooms |
Our
Comm- unity |
|
Respect
for ourselves &
others |
No
bullying, teasing, or name calling Be
polite Treat
others the way you
want to be treated. Be
positive and friendly Respect
others things Be
proud of your accomplishments Compliment
others |
Walk
Keep
your hands to yourself Let
people pass Walk
to the right Hold
doors for others |
No
bullying, teasing, name calling or swearing Play
safely at all times Listen
to directions of staff |
Keep
the library a calm quiet place Remind
others nicely to be quiet. Listen
to all directions from staff |
Play
safe at all times Keep
hands to self Play
games nicely Be
a good sport Take
care of equipment Listen
to teacher and team mates |
Enter
quietly and calmly Listen
to the directions of the speaker Don’t
talk during the show Listen
respectfully even if you don’t like the presentation Clap
when appropriate |
Listen
to directions of the teacher Don’t
laugh at mistakes Share
and participate Respect
others property Return
borrowed items in same condition Be
polite and Courteous Compliment
yours and others work |
Be
respectful to elders and other adults in the community. Smile
and be courteous to strangers. Listen
to directions from other adults |
|
Respect
for learning |
Listen
to directions of teachers and other staff. Work
quietly Participate Respect
school property. Respect
others right to learn. |
Use
quiet voices Close
doors gently Be
polite Use
lockers quietly Use
lockers at recess and lunch Respect
bulletin boards and lockers. |
Help
each other when playing games Teach
others the rules Ask
others to participate |
Work
quietly Raise
your hand to speak during a lesson Return
books properly Respect
the library books and computers and keep them in good condition Tuck
in chairs |
Listen
to instructions Do
not talk when the teacher is talking Participate
in all activities Try
your best Have
a good attitude |
Listen
to the show Don’t
talk during a presentation. Stand
and sing respectfully for O Canada and God Save the Queen. Use
appropriate behaviour at all times |
Work
quietly Listen
to the lesson Don’t
call out Be
safe Stay
in your seat Participate
in class discussions Be
positive and give compliments |
Be
safe at all times Try
your best to help others who are in need Include
others in games and play times after school. Say
positive things about QMS |
|
Respect
for the Environ- ment |
Use
garbage cans and recycle bins. Pick
up after yourself. Take
initiative to clean up even if it isn’t yours Treat
nature with kindness |
Pick
up litter Keep
sink and fountain tidy Use
recycle bins |
Use
garbage cans Pick
up litter Respect
tree’s and flower beds Be
careful not to ruin the grass. Don’t
tease animals. |
Treat
the plants well Use
garbage cans and recycle bins Tidy
up the room when you are finished Use
recycled paper in the printer Print
only when given permission |
Put
all equipment back where you found it Respect
and follow all gym rules Keep
the floor nice Wear
appropriate clothing Use
garbage and recycle bins. Keep
the washroom and change room tidy. |
Help
tidy up after if needed Use
garbage and recycle if needed Don’t
bring toys or pencils to the assembly |
Keep
your desk and locker clean Use
garbage and recycle Don’t
waste school supplies Don’t
waste food Clean
up after yourself |
Pick
up litter in the community. Use
garbage and recycle where possible or take your garbage home Pick
up litter that isn’t yours. Respect
the wildlife and green things around you Be
globally aware and active. |
QMS Code of
Consequences
|
# |
Misbehaviour |
Offence |
Consequences |
|
1 |
Late for class/school |
1st 2nd 3rd |
Warning (2 per term) Detention (make up time) Contact Parents |
|
2 |
Unprepared for Class (supplies, assignments) |
1st & 2nd 3rd |
Each teacher to establish
consequences Parents to be notified |
|
3 |
Inappropriate language |
1st 2nd 3rd |
Verbal warning (by staff,
SEA) Report to classroom
teacher/recorded Call to parents |
|
4 |
Inappropriate behaviour:
horseplay, physical contact (B-Day bumps), hallways, school grounds,
classrooms |
1st 2nd 3rd |
Verbal warning/record Detention & notify
class teacher/recorded Call to parents |
|
5 |
Personal electronic
equipment (i.e. Discman, cell phones, games, pagers) not placed in locker
during school day |
1st 2nd |
Confiscate until after
school/record Confiscate – parent pick
up item |
|
6 |
Inappropriate clothing
(i.e. no hats in school) |
1st 2nd |
Verbal warning/Confiscate
until end of day/Cover up Confiscate & contact
parents |
|
7 |
Disrespect of school
property/vandalism |
|
Repair/Replacement cost/Record/Community
service/Contact Police |
|
8 |
Inappropriate behaviour in
Computer lab (i.e. accessing inappropriate websites) |
1st 2nd |
Verbal warning/Detention Ban from computer use (or
consequence designated by teacher) Notify parents |
|
9 |
Persistent opposition to
authority |
1st 2nd |
Recorded & reported to
Admin/Consequences based on investigation/Notify parents Mtg. with
Admin/Teacher/Resource/Parents/Counsellor |
|
10 |
Possession of dangerous items
at school (i.e. firecrackers, knives, lighters, laser pointers) |
|
Confiscate substance or
item/ Notify Admin & parents Consequences based on
investigation |
|
11 |
Theft |
|
Return item or replacement
cost/Contact Parents/ Suspension &
counselling/ Contact Police based on
investigation |
|
12 |
Smoking/Alcohol/Drugs at
school or related functions |
|
Mtg with Admin &
Parents/ Consequences based on
investigation/ Possible Police
involvement |
|
13 |
Fighting |
|
Record/Mtg with Admin
& notify Parents/ Consequences based on
investigation |
|
14 |
Bullying/Intimidation/Threats: Behaviour that causes pain
or injury to another person |
|
Record/Mtg with Admin,
Parents & Teachers/ Consequences based on
investigation |
GOAL #1: To improve student achievement in reading
with specific concentration on skills related to:
Ø Making inferences
Ø Synthesizing or finding the main idea in what has been read
Ø Noticing how the author justifies his or her ideas
Ø Reading fluently
ANALYSIS /
RATIONALE (including Performance Indicators):
Percentages of Students
Meeting or Exceeding Expectations in
As measured by the School Wide Reading
Assessment
|
|
Sept.‘05 |
April ‘06 |
% Difference |
|
Grade 5 Males |
38% |
86% |
48% |
|
Grade 5 Females |
60% |
85% |
15% |
|
Grade 6 Males |
78% |
85% |
7% |
|
Grade 6 Females |
40% |
79% |
39% |
|
Grade 7 Males |
53% |
73% |
20% |
|
Grade 7 Females |
73% |
92% |
19% |
|
Grade 8 Males |
3% |
20% |
17% |
|
Grade 8 Females |
40% |
48% |
8% |
|
Total Males |
39.7% |
60.0% |
20.3% |
|
Total Females |
61.4% |
76.8% |
15.4% |
|
Total Students |
44.9% |
67.3% |
22.4% |
q
Last year (2005) 82.2% of all students were
meeting or exceeding expectations in reading (Level 2.5 or above) using School
Wide Read results.
q
It is helpful to disaggregate the data by
gender. However, because our ESL numbers
are low (7) and our Aboriginal numbers are also relatively low (19) we have not
disaggregated the data using by ESL or Aboriginal numbers.
Our Performance Target for 2005-2006 was to have 80% of all students meeting or exceeding expectations in reading as measured by the Spring School Wide Read. This Performance Target was not met, with only 67.3% of all students meeting or exceeding expectations in reading as measured by the Spring School Wide Read. The target was missed by 12.7%. However, we note that there were significant successes in reading. Grade 5 female students and Grade 6 male students had 85% meeting or exceeding expectations. Grade 5 male students were at 86% with a difference of 48% from September to April. 92% of Grade 7 female students were meeting or exceeding expectations.
Provincial Satisfaction Survey
|
Year |
Gr. 7 Students:” Are you getting better at reading?” % who answered “Many
times” or “All of the time” |
Parents: Are you satisfied with the
development of your child’s reading skills at school? % who answered “Many
times” or “All of the time” |
|
2003-04 |
62% |
78% |
|
2004-05 |
75% |
77% |
|
2005-06 |
78% |
69% |
FSA Results
|
Year |
% of Grade 7 students meeting or exceeding expectations in reading |
|
2003-2004 |
69% |
|
2004-2005 |
44% |
|
2005-2006 |
Not available as of September 2006 |
q
Last year (2005) 44% of Grade 7 students were meeting
or exceeding expectations in reading as measured by the FSA Reading assessment.
q
Our Performance Target for 2005-2006 was to have
90% of Grade 7 student meeting expectations (level 2 or above) using Grade 7
FSA Reading results.
QMS Performance Targets in Reading for 2006-2007:
We wish to see 80.0% of Male students meeting or exceeding expectations in Reading as measured by the School Wide Read Assessment. This would represent an increase in 20% for male students. We feel this is possible because of the percentage of male students meeting or exceeding expectations in reading in Grade 5 to 7 in the spring of 2006.
We wish to see 85% of our female students meeting or exceeding expectations in Reading as measured by the School Wide Read Assessment. This would represent an increase of 8.2% for female students. We feel this is possible because of the percentage of female students meeting or exceeding expectations in reading in Grade 5 to 7 in the spring of 2006.
We will set a Performance Target for Grade 7 FSA results when we receive the 2005 results.
DATA SOURCES USED
IN THE ANALYSIS:
School Wide Reading Assessment
Provincial Satisfaction Surveys;
FSA;
RESEARCH-BASED
STRATEGIES TO ACHIEVE DESIRED OUTCOMES:
SCHOOL INITIATIVES:
o Targeted skill instruction with concentration on teaching reading skills such as inferencing, synthesizing, analyzing the author’s justification of ideas and reading fluently. The skills which are emphasized are based on our school wide reading assessments data.
q School- Based Facilitators: We have three school-based facilitators, one for each grade team (Grade 5, Grade 6/7 and Grade 8). These facilitators coordinate our school wide reading assessments, ensure that our school data is disaggregated for Aboriginal, ESL, male and female students and work side-by-side with classroom teachers to implement strategies focussed on target skill attainment.
q School- Based Teams: our SBT meets every Monday morning to address the specific learning of individual students.
q Grade Group meetings to plan instruction, share in analysis of assessment and discuss specific curricular issues
q Common planning time in the timetable for teaching partners in the same grade.
q Skill Enhancement: teachers use one preparation time block (60 minutes) per week to provide support to another teacher to enhance student learning. This will particularly address differentiation issues in each classroom and will be coordinated by the Resource Teacher.
q Continue to add library resources (fiction and non-fiction) which are of particular interest to male students.
q Teacher/Librarian to do “book talks” with students to encourage reading of new library resources.
q Survey students regarding types of reading material they would like to have available in the library.
q Team Teaching and conferencing – arrange for coverage of classrooms (by administrators or non-enrolling staff) so that observation in another classroom by teacher and team teaching can take place.
q High percentage of staff attend the Middle Years Conference (in Coquitlam, April 2007)
DISTRICT INITIATIVES:
q District Reading and Writing Assessments are collaboratively marked and anchored and teachers target specific skills such as inferencing, synthesis, fluency and analysis of justification of ideas for instruction in the classroom;
q Learning-focused District Administrator Team Meetings;;
q District Research using the SmartReading Framework;
q District Learning Facilitators;
q Polishing Practice with a Facilitator;
q Learning Innovation Grants;
q Grade Group/ Department Assessment Data Analysis and Planning Sessions;
q After school Toolkit sessions;
q SmartReading Training Clinics;
q SmartReading for Parents;
q Integration of Learning Services with Student Services;
q Leadership Development Program: Leadership for Learning;
q SFU and SD40 graduate diploma in SmartReading;
q Half day release sessions for teachers to have reading conferences with their students.
q Classroom teachers read aloud regularly to students, modeling fluency in reading
q Continue to add read aloud books to library teacher resource section for use of teachers for SMART reading and label these books for use by particular grade levels.
STRUCTURES TO SUPPORT GOAL ATTAINMENT:
SCHOOL STRUCTURES:
q “Learning Focus” for staff meetings: Usually the first half of each meeting is dedicated to a learning focus. The purpose of these agenda items is to discuss and share instructional practices focussed on our school goals of reading, writing, numeracy and social responsibility.
q Timetable: The timetable is built around the need for flexibility and long blocks of time, which enhances student learning. Changes to our timetable this year are based on feedback from staff regarding optimal learning times.
q Content area SmartReading Bins: we will continue to invest considerable school-based resources to purchase reading materials at different levels for select topics in Science and Social Studies.
q Team Leaders: meet regularly with Administrators and non-enrolling staff to discuss curriculum, instruction, assessment and other topics which promote student achievement. Also meet regularly with their grade group teams.
DISTRICT STRUCTURES: District
Structures that are used by QMS
q
Grade Group/ Department assessment data analysis
and planning sessions;
q
Learning Innovation Grants;
q
District Learning Facilitators – demonstrating
or working side-by-side with teachers to develop a particular skill or meeting
with Grade Group Teams
q
District Demonstration Research Team – members of
staff participating on the DRT
q
Reading Conferences with individual students
GOAL #2: To improve student achievement in
writing with specific concentration on skills relating to:
Ø Justifying ideas in writing
Ø Using writing conventions correctly to enhance the meaning of a piece of writing.
ANALYSIS /
RATIONALE (including Performance Indicators):
Percentages of Students
Meeting or Exceeding Expectations in
WRITING
As measured by the School Wide Writing
Assessment
|
|
Sept.‘05 |
April ‘06 |
% Difference |
|
Grade 5 Males |
32% |
74% |
42% |
|
Grade 5 Females |
59% |
90% |
31% |
|
Grade 6 Males |
78% |
76% |
-2% |
|
Grade 6 Females |
68% |
86% |
18% |
|
Grade 7 Males |
62% |
77% |
15% |
|
Grade 7 Females |
81% |
99% |
18% |
|
Grade 8 Males |
13% |
60% |
47% |
|
Grade 8 Females |
53% |
95% |
42% |
|
Total Males |
41.6% |
61.8% |
20.2% |
|
Total Females |
58.0% |
86.5% |
28.5% |
|
Total Students |
48.9% |
72.0% |
23.1% |
q Last year (2005) 82.7% of all students were meeting or exceeding expectations in writing as measured by the School Wide Writing assessment.
q It is helpful to disaggregate the data by gender. However, because our ESL numbers are low (7) and our Aboriginal numbers are also relatively low (19) we have not disaggregated the data using by ESL or Aboriginal numbers.
Our Performance Target for 2005-2006 was to have 90 % of all students meeting or exceeding expectations in writing as measured by the Spring 2006 School Wide Write. With only 72% of all students meeting expectations in writing this Performance Target for all students was missed by 18%. We do note, however, some significant successes. 90% of Grade 5 female students were meeting or exceeding expectations in writing in April 2006. 95% of Grade 8 female students and 99% of Grade 7 female students were meeting or exceeding expectations. Although only 60% of Grade 8 male students were meeting or exceeding, there was a 47% difference between September 2005 and April 2006.
Grade 7 Students
Meeting or Exceeding Expectations
In WRITING as Measured by the FSA
|
Year |
QMS #s % |
District #s % |
Province #s % |
|
2004 |
70% |
86% |
90% |
|
2005 |
72% |
89% |
90% |
|
2006 |
Not
available as of Sept. 06 |
|
|
Our Performance Target for Grade 7 students in FSA results for writing was that 90% meet or exceed expectations in writing.
Our Performance Targets for 2006-2007:
We wish to see 78% of our male students meeting or exceeding expectations in writing as measured by the Spring School Wide Writing Assessment. This would represent an increase of 17.2%. We feel this is possible because of the percentage of Grade 5 to 7 male students who were meeting or exceeding expectations in the spring of 2006.
We wish to see 90% of our female students meeting or exceeding expectations in writing as measured the Spring School Wide Writing Assessment. This would represent an increase of 3.5%.
We will set our FSA Performance Targets when we receive the 2005 results.
DATA SOURCES USED
IN THE ANALYSIS:
School Wide Writing Assessment
Provincial Satisfaction Surveys;
FSA;
RESEARCH-BASED
STRATEGIES TO ACHIEVE DESIRED OUTCOMES:
SCHOOL INITIATIVES:
o Targeted skill instruction based on our school wide writing assessment data.
q School- Based Facilitators: we have one staff member who is non-enrolling for one block each day to coordinate our school wide reading and writing assessments, ensure that our school data is disaggregated for Aboriginal, ESL, male and female students and works side-by-side with classroom teachers to implement strategies focused on target skill attainment.
q School- Based Teams: our SBT meets every Monday morning to address the specific learning of individual students.
q Members of staff on District Research Team – to share ideas at Grade Group meetings or staff meetings and model best practice in their classrooms.
q Teachers teaming with teachers outside their grade level.
q Grade Group meetings to plan instruction, share in analysis of assessment and discuss specific curricular issues
q Common planning time in the timetable for teaching partners in the same grade.
q Skill Enhancement: teachers use one preparation time block (60 minutes) per week to provide support to another teacher to enhance student learning. This will particularly address differentiation issues in each classroom and will be coordinated by the Resource Teacher.
q Continue to add library resources (fiction and non-fiction) which are of particular interest to male students. These resources can be used as samples or models of different types of writing for students.
q Team Teaching and conferencing – arrange for coverage of classrooms (by administrators or non-enrolling staff) so that observation in another classroom by teacher and team teaching can take place.
q High percentage of staff attend the Middle Years Conference (in Coquitlam, April 2007)
q “Writing to Think” for Grade 8 Social Studies students
DISTRICT
INITIATIVES
q District Reading and Writing Assessments are collaboratively marked and anchored and teachers target specific skills for instruction in the classroom;
q Learning-focused District Administrator Team Meetings;
q District Research using the SmartReading Framework;
q District Learning Facilitators;
q Polishing Practice with a Facilitator;
q On-side Mini-Residencies;
q Learning Innovation Grants;
q Grade Group/ Department Assessment Data Analysis and Planning Sessions;
q After school Toolkit sessions;
q SmartReading Training Clinics;
q Integration of Learning Services with Student Services;
q Leadership Development Program: Leadership for Learning;
q SFU and SD40 graduate diploma in SmartReading;
q Half day release sessions for teachers to have reading conferences with their students.
STRUCTURES TO SUPPORT GOAL ATTAINMENT:
SCHOOL
STRUCTURES:
q “Learning Focus” for staff meetings: Usually the first half of each meeting is dedicated to a learning focus. The purpose of these agenda items is to discuss and share instructional practices focused on our school goals of reading, writing, numeracy and social responsibility.
q Timetable: The timetable is built around the need for flexibility and long blocks of time, which enhances student learning. Changes to our timetable this year are based on feedback from staff regarding optimal learning times.
q Team Leaders: meet regularly with Administrators and non-enrolling staff to discuss curriculum, instruction, assessment and other topics which promote student achievement. Also meet regularly with their grade group teams.
q High percentage of staff participating in Middle Years Conference
DISTRICT STRUCTURES: District Structures that are used by QMS
q
Grade Group/ Department assessment data analysis
and planning sessions;
q
Learning Innovation Grants;
q
District Learning Facilitators;
q
District Demonstration Research Team;
q
Reading Conferences with individual students
GOAL #3: To improve student achievement in numeracy with particular concentration on the following skills:
Ø Computational skills at grade level
Ø Mathematical reasoning
Ø Solving multi-operational mathematical problems
ANALYSIS /
RATIONALE (including Performance Indicators):
Final
Mathematics Marks (on Report Card) for 2003-2004 Year – Percentage of students
receiving each mark
– Data not available for Gr.8 students
Final
Mathematics Marks for 2004/05 – Percentage of students receiving each mark
Final
Mathematics Marks for 2005/06 – Percentage of students receiving each mark
FSA Results –
Numeracy
Percentage of Grade 7 students Meeting or Exceeding Expectations
|
|
2003/04 |
2004/05 |
2005/06 |
|
QMS – all Gr.7 students |
83 |
68 |
As of Sept.06 results not yet available. |
|
QMS – Gr.7 Male students |
87 |
61 |
|
|
QMS – Gr.7
Female students |
77 |
78 |
|
|
SD#40
– all students |
88 |
84 |
|
|
SD#40
– all male students |
91 |
84 |
|
|
SD#40 –
all female students |
84 |
83 |
|
|
Province
– all students |
83 |
83 |
|
|
Province
– all male students |
84 |
84 |
|
|
Province
– all female students |
82 |
81 |
|
q
Using FSA data for all Grade 7 students there
was a 15% decline in the total number of students who were meeting or exceeding
expectations in mathematics between 2004 and 2005.
q
Using FSA data and comparing QMS students to
other Grade 7 students in the District we notice that QMS male students
exceeding expectations in 2005 is at 61% as compared to 84% for all male
students in the District, a difference of 23%.
QMS female students exceeding expectations in 2005 is at 78% as compared
to 83% for all female students in the District, a difference of 5%.
In 2005-2006 we did not set Performance Targets because improving student achievement in numeracy was a new goal for QMS and preliminary work in collecting base line data was needed. We also indicated that we would need District support as well.
We continue to need District support in collecting base line data. The report card marks data provides interesting information. However, because different curriculum is used in different grades, and various, non-standardized assessment is used to reach final report card marks, it is not helpful to set performance targets for final report card marks in mathematics. We will continue to use FSA results to set Performance Targets.
Performance Targets for 2006-2007:
Targets for FSA results in numeracy will be set when the 2005 results are received.
DATA SOURCES USED
IN THE ANALYSIS:
FSA;
Report Card Data: Mathematics grades
On-going assessment in classrooms
RESEARCH-BASED
STRATEGIES TO ACHIEVE DESIRED OUTCOMES:
SCHOOL INITIATIVES:
o Targeted skill instruction based on teacher assessments using mathematics curriculum.
q School- Based Teams: our SBT meets every Tuesday morning to address the specific learning of individual students.
q Pro D workshop with District Facilitator on developing baseline data and using the “Math Makes Sense” resources (August 29, 2006)
DISTRICT
INITIATIVES:
q Learning-focused District Administrator Team Meetings;;
q District Research using the SmartReading Framework;
q District Learning Facilitators;
q Grade Group/ Department Assessment Data Analysis and Planning Sessions;
q After school Toolkit sessions;
q Integration of Learning Services with Student Services;
q
Leadership Development Program: Leadership for Learning;
STRUCTURES TO
SUPPORT GOAL ATTAINMENT:
SCHOOL STRUCTURES:
q “Learning Focus” for staff meetings: Usually the first half of each meeting is dedicated to a learning focus. The purpose of these agenda items is to discuss and share instructional practices focused on our school goals of reading, writing, numeracy and social responsibility.
q Timetable: The timetable is built around the need for flexibility and long blocks of time, which enhances student learning. Changes to our timetable this year are based on feedback from staff regarding optimal learning times.
q Team Leaders: meet regularly with Administrators and non-enrolling staff to discuss curriculum, instruction, assessment and other topics which promote student achievement. Also meet regularly with their grade group teams.
q High percentage of staff participating in Middle Years Conference
DISTRICT
STRUCTURES: District Structures that are used by QMS
q
Grade Group/ Department assessment data analysis
and planning sessions;
q
Learning Innovation Grants;
q
District Learning Facilitators;
q
District Demonstration Research Team;
q
Reading Conferences with individual students
GOAL #4: To improve student achievement in social responsibility both at school and in the community with specific concentration on:
Ø The virtues of Respect, Kindness and Tolerance. The virtues of Empathy, Conscience and Self-Control which were highlighted in 2005-2006 will be reviewed as well.
Ø The use of the Social Responsibility Performance Standards for reporting.
ANALYSIS /
RATIONALE (including Performance Indicators):
Provincial
Satisfaction Survey data:
|
|
Percentage of Gr.7 students who feel safe @ school Many
Times or All of the Time |
Percentage of Parents who feel their Gr.7 student is safe
@ school Many Times or All of the Time |
|
2003 |
62% |
80% |
|
2004 |
64% |
83% |
|
2005 |
67% |
91% |
|
2006 |
67% |
82% |
QMS Student
Incidents Data
Students involved
in a reported incident
|
Year |
% of
students involved in an incident |
% of
students involved in 5 or more incidents |
|
2004-05 |
44.6% |
11.2% |
|
2005-06 |
40.0% |
10.4% |
|
Year |
Classroom |
Hallway |
Outside |
|
2004-05 |
33.3% |
14.6% |
49.3% |
|
2005-06 |
36% |
21% |
35% |
Type of Incidents
|
Type of Incident |
2004-05 |
2005-06 |
|
Disrespectful/Inappropriate Behaviour (new category in 2005-06) |
|
27% |
|
Oppositional Behaviour |
18.7% |
14.4 |
|
Fighting |
18% |
9% |
|
Inappropriate Language |
17.6% |
9% |
|
Unsafe/rough play |
12% |
13% |
|
Bullying/Intimidation |
11.2% |
12% |
|
Disrespect of Property |
9% |
4.2% |
|
Possession of dangerous item |
1.7% |
2.7% |
|
Late (persistent) |
1.6% |
1% |
|
Stealing |
1.3% |
0.5% |
|
Personal Electronics |
0.5% |
0.4% |
|
Inappropriate Clothing |
0.3% |
0.3% |
q
The percentage of Grade 7 students who feel safe
at school “Many Times” or “All the Time” stayed the same (67%) from 2004 to
2005.
q
The percentage of parents who feel their students
is safe “Many Times” or “All the Time” decreased from 91% to 82%, a difference
of 9% from 2004 to 2005.
q
The percentage of QMS students involved in 5 or
more incidents at school dropped from 11.2% to 10.4%, a decrease of 0.8%.
On our 2005-2006 School Improvement Plan we set a target
Our Performance Target for 2005-2006 was to have 90% of our Grade 7 students feeling safe “Many Times” or “All of the Time”. We missed this target by 23%.
Our Performance Target for 2005-2006 was to decrease the percentage of students involved in 5 or more incidents to 6%, however there was a small decrease to 10.4%.
Performance targets for 2006-2007:
We wish to see 70% of all Grade 7 students feeling safe “Many Times” or “All the Time” as measured by the Provincial Satisfaction Survey.
We wish to see only 8% of all QMS students involved in 5 or more incidents as measured by the QMS Office Referral Data.
DATA SOURCES USED
IN THE ANALYSIS:
Provincial Satisfaction Surveys;
Local School Data: Student incidents (number, type, location, consequences) – data collection system developed at the school.
RESEARCH-BASED
STRATEGIES TO ACHIEVE DESIRED OUTCOMES:
SCHOOL INITIATIVES:
q Review of QMS Code of Conduct, Mission and Vision statements throughout the year by both staff and students
q Use of ADCAP (Advisory) lessons to develop student social responsibility behaviours (e.g. Anti-bullying curriculum)
q Use of Social Responsibility Performance Standards for assessment.
q Review Virtues which were emphasized 2005-06: Empathy, Conscience, Self-Control (based on the Research of Michele Borba)
q Emphasize a “Virtue of the Term”: Term 1 – Respect; Term 2 – Kindness; Term 3 – Tolerance (based on the Research of Michele Borba)
q Use the data collected about student incidents to inform decisions with regard to preventative strategies
DISTRICT
INITIATIVES:
q Social Responsibility budget from the District to be used for resources and to support guest speakers or drama groups which emphasize social responsibility
STRUCTURES TO SUPPORT
GOAL ATTAINMENT:
SCHOOL STRUCTURES:
q Use of “Tsunami Stars” to acknowledge students who are following the Code of Behaviour or displaying the “Virtue of the Term”.
q Monthly draw of the Tsunami Stars to highlight positive behaviour.
q Highlight the Virtue of the Term through morning announcements.
q Continuation of Voluntary Extra-Curricular student “Leaders” group interested in organizing and participating in a variety of voluntary activities within the school and community.
q Provide special T-shirts for the student leaders.
q Provide leadership opportunities for Grade 5 students (e.g. buddies with Kindergarten students at Queen Elizabeth Elementary).
q Continue use of Behaviour Incident Forms by staff for referral to the office and continue collection of data regarding incidents (monthly and on-going).
q Continue use of student incident forms for completion by students so that they participate in explaining an incident and developing a solution which is safe and respectful.
q Work with District Artist in Residence to develop an artistic project related to texts which help teach social responsibility. This project would connect visual thinking related to a text, SMART Reading and Writing strategies in the classroom and the virtues which are emphasized. There is also a need for student generated displays in the school which are a visual representation of the QMS Vision.
q Continue use of a code of Conduct for Sports teams and other extra curricular activities so that participation is linked to appropriate behaviour and learning.
q Inclusion of the Code of Behaviour and Code of Consequences in student planners (parents and students to sign at the beginning of the school year.)
q Virtue Assemblies (1 per term) planned and produced by different Grade Group teams on the theme of the Virtue of the Term
q Have students brainstorm what each virtue “looks like” and sounds like” and make posters to go around the school.
q
Use staff meeting times to develop strategies
for teaching the virtues and to focus on improving student achievement in
social responsibility.
q Purchase copy of Michele Borba’s Building Moral Intelligence for each new staff member. (Continuing staff members already have a copy.)
q Staff members model and articulate the virtues.
q Use SMART reading books and strategies for teaching virtues. Continue to add to current collection.
q Staff to send positive notes home or make positive phone calls to parents.
q Continue Breakfast Club and Lunch Program. Anecdotal observations of particular students suggest that receiving a nutritious breakfast and lunch at school has improved behaviour and concentration during classes.
q Place posters with inspiring quotes around the school.
q Use inspiring quotes on morning P.A. announcements.
DISTRICT STRUCTURES:
District Administrative Team: developing plan for social responsibility emphasis throughout the District
