School Improvement Plan

for Student Achievement 2015-16

School:

Principal:

Rothwell-Osnabruck School

Vice-Principal(s):

Ewen McIntosh
Peter Onstein

Goal: Team 1: By June 2016, 70% of marker students will demonstrate a one-point incremental gain on the Ontario Student Achievement chart, compared
to previous reporting periods.
School Effectiveness Framework Indicators:
1.1
1.2
1.3

Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction

1.4

During learning, timely, ongoing, descriptive feedback about student progress is provided based on student actions and co-constructed success criteria.

1.5

Students are explicitly taught and use self-assessment skills to monitor, improve and communicate their learning, within the context of the Ontario Curriculum and/or IEP.

A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps
Students and educators build a common understanding of what students are learning by identifying, sharing and clarifying the learning goals and success criteria

1.6

Assessment of learning provides relevant and meaningful evidence to evaluate the quality of student achievement at or near the end of a cycle of learning and to determine next steps.

1.7

Ongoing Communication about learning is in place to allow students, educators and parents to monitor and support student learning.

2.1

Collaborative instructional leadership to build capacity to strengthen and enhance teaching and learning

PLAN

ACT

Needs Assessment

Evidenced-Based
Strategies/Action
What are we going to do?

Where are we now?

What does student achievement data
indicate?

20/40
0
12

2014-2015
Level Level
1
2
55
66
46
60

Level
3
97
79

Level
4
157
185

OSSLT Data:
OSSLT Data (%-age
successful)
10/11
82
11/12
68
12/13
73
13/14
71
14/15

71

* 4 students deferred in 14/15

Report Card Data

Semes
ter
1
2

Overall Goals

EQAO Grade 9 Math data:

Percentage at or above grade
level
Year
Applied
Academic
10/11
56
71
11/12
42
63
12/13
17
76
13/14
27
77
14/15
21*
64

18 April 2016

The use of Growing Success to

explore over-arching messaging
and direction for assessment.
Explore:
o Teacher Moderation:
Collaborative Assessment
of Student Work
o Student Voice:
Transforming
Relationships
o Lets Talk about Listening
o Dynamic Learning
o Student Self Assessment
Explore Assessment for Learning
as Design Thinking; study of
Design Thinking for Educators to
learn about sound assessment
for effective instructional design.

OBSERVE
OBSERVE: Monitor/Gather Evidence

Analyze/Reflect

How are we doing?

How did we do? Where to Next?

What will be observed?

From Staff:

Development of consistent perceptual data collection

protocols for both staff and students
Deeper focus on staff-wide embracing of observation
and conversation as tools for both assessment as
learning (feedback to inform next student move) and
assessment of learning (feedback to inform next
instructional move)
Continued exploration of connecting effective
assessment practice to instructional design

From students:
Increased awareness and understanding of learning
goals
Increased frequency of self-advocacy in response to
stated learning goal

Concerns:
Increasing gap in achievement: increased
rate of level 4 and level 1 outcomes.
Professional Learning

UCDSB-supported Hub 2014/15 explored

Cross Curricular Literacy through study of the
Social Sciences curriculum.
UCDSB-supported Hub 2014/15 explored
value of student voice as an assessment tool
(observations, conversations, products as
balance)
Recent staff-wide focus on school design
(K.Robinson) as well as growth mindset
(C.Dweck) when collecting student
observations

1st CYCLE OF INQUIRY

If teachers use clear and relevant

learning goals based on curriculum
expectations, then all students will
demonstrate higher achievement, with
70% of marker students increasing by
one increment on the achievement
chart.

Team members implemented curriculum based tracking

system
Team members noted that the learning goals kept their
instruction anchored and focused on the expectation
Student feedback (eg. exit cards, Plickers app) has been
collected with some classes, but it is not a process that
seems to work every day.
Students are providing positive feedback and dialogue
around the understanding of the expectation
Noticed a variance in the students feedback to the
learning goal

2nd CYCLE OF INQUIRY

18 April 2016

If teachers develop and use clear and

relevant learning goals based on
curriculum expectations along with
regularly using success criteria, then
all students will demonstrate higher
achievement, with 70% of marker
students increasing by one increment
on the achievement chart.

Continue working more with exit

cards(student feedback) to inform
instruction (generalized exit cards vs.
smiley face/frown face), with a focus on
constructing general questions around
comfort with subject instead of a specific
question around the expectation (an Xor
Y)
Marker students need to be identified,
continue expectation based tracking those
markers students and regular used of
learning goals as they applied to subject
area
Move towards developing an understanding
of practical use of success criteria (teacher
developed, student developed)