Annual School Development Report 2006-2007

 

Roncalli Central High School

 

 

P.O. Box 119

Port Saunders,  NL

A0K 4H0

 

 

 

 

 

Roncalli Central High School Vision Statement

 The vision of Roncalli Central High School is to cooperatively develop individuals able to succeed in a changing society.

 

1. Messages

 Message from the Director 

The Western School District takes pride in the efforts and accomplishments of all schools in the district during the past year.  We especially appreciate the commitment of staff, administrators, and parents to the learning of all students.

This year our district has continued its focus on student learning, and on professional development initiatives to enhance teacher sharing of effective teaching strategies.

As you review the results that students in this school have achieved on various assessments, I invite you to reflect on the role that the school and the home need to play to ensure success for every student.  To provide the very best learning opportunities for students, we must focus on teaching and learning, and we must work together as a team to set and achieve our goals. That team includes students, teachers, support staff, administrators, parents, and the community.

As parents and community members, you are crucial to the success of schools and of the school district.  I thank you for your support in all of its forms -  helping students with homework, valuing education in the home, and supporting the school in so many ways.  Preparing our young people for the future is an important and rewarding mandate that we all share together.  Thank you for being partners with us in reaching toward our goals.

As we move into the 2007-08 school year, I take this opportunity to thank the school community for your co-operation with, and support of, the Western School District.  I look forward to working with you in the future as together we provide the very best educational opportunities for all students throughout our region.

                                                            

Ross Elliott, PhD

Director of Education

 

  

Principal's Message

 The Annual School Development Report outlines our student’s achievements, programs and services, and our 3-year School Development Plan. 

For the past number of years Roncalli has engaged in a process of school development aimed at consistently trying to improve the delivery of education. In the fall of 2005 we became involved in a new provincial model for school development. This spring we finalized a new 3 year school development plan that we believe will continue to improve the teaching and learning agenda at our school. We would like to thank parents, students, School Council, Student Council, volunteers, community members and local businesses who became valued partners in providing an effective education at our school. It is through active involvement from all partners in education that we are able to build a stronger culture of learning and respect, and subsequently strengthen the foundations for a brighter future within the lives our youth.

 At Roncalli Central High it is our belief that school should be a safe, respectful and caring environment which affords students of diverse learning abilities the opportunity to learn and grow as individuals. We believe that strong work ethic and dedication to improving and diversifying the learning environment offers students more opportunities in life. We believe that all individuals are important and through effective teaching in a safe, respectful and caring environment we can graduate intrinsically motivated and self aware students who are prepared for life beyond our school walls. They will have the skills needed to become productive citizens and positive contributors to a better society.

Aurele Beaupre

Principal

 

 

School Council Message

 The initial meeting of this school year was held by the School Council in November 2006.  At this meeting six policies were presented and passed by the School Council:  Physical Education, Respect “4”, Student Council Constitution, Homework, Attendance, and Nutrition.

 No new members were nominated for School Council at that time.  The next meeting was held in March 2007.  At that meeting an executive was selected for the remainder of the year, and overall school averages were presented and discussed.  As well, issues were presented regarding the evaluation policy, recruitment of teacher representatives on the Council, and guidelines for the Council.  Council requested written policies that would serve as a guideline for the Council and after the meeting a copy of the Protocol Agreement was obtained from the School Board.  The Protocol Agreement was written over 10 years ago.  As such, and because many sections of the Agreement were redundant and some sections were difficult for members to understand, Council decided to amend the Agreement.  At the next meeting a copy of the Schools Act 1997 and the Protocol Agreement were presented to members and at the final two meetings the Agreement was reviewed, discussed and edited.  The goal was to have a Protocol Agreement in place for the upcoming school year to guide the Council.  A copy of the edited Protocol Agreement was forwarded to the School Board.   

Another issue which was addressed by the Council is relative to the proposal for the new K-12 school for the area.  A collaborative letter, representing the three School Councils of the area as well as the Family Resource Centre, was sent to the School Board requesting a meeting to enable stakeholders to discuss the plans for the new school.  A meeting is pending.

 Karen Tulk

Chairperson

 

 

2. Overview of School

 

Mission Statement

The mission of Roncalli Central High School is to motivate individuals by using a variety of strategies to facilitate independence in learning.

 

Our School Community

Roncalli Central High is part of the Western School District which as of September 2007, had a total of 74 schools, 13, 712 students and 1106 teaching units. Roncalli is located in the community of Port Saunders on the Great Northern Peninsula of Newfoundland, approximately 235 km North of Deer Lake. In the 2006-07 school year, our school consisted of 178 students from grades 7-12 and serviced the communities of River of Ponds, Hawke’s Bay, Eddies Cove West, Port Saunders and Port Au Choix.  

Our school has a total of 14 full-time and 2 part-time educational staff.  We have a guidance counselor for 0.54 of a unit, as well as 4 specialist teachers in the areas of music, French, physical education and student support services. Our school also has the support of student assistants, custodians, maintenance personnel, and bus drivers. In addition to staff based at the school, we have access to district office staff including: Program specialists, hearing and visually impaired itinerants, educational psychologists, district maintenance, computer technicians, speech language itinerants, enrichment and outdoor education itinerants, behaviour support specialists, and reading recovery specialists.

 

Administration

Aurele Beaupre - Principal

Connie Powell - Vice-principal

Teachers

Bonnie Bussey - English Department Head

Myles Young – “Acting” Science Department Head

Don Tulk - Social Studies/Technology

Keith Fudge - Science/Math/Technology

Damien Hanton - Math/Science

Jillian Bishop – Math/Social Studies

Mike White - Physical Education

Jeanette Gushue - French/Social Studies

Rosalind Rankin - English

Melanie Young – Student Support Services Senior High

Beverly Wiltshire – Student Support Services/Social Studies

Ryan Wiltshire - Music (Half time)

Michelle White - Categorical Teacher

Jim Cantwell - Guidance (0.57 of a unit)

Roncalli also has the services of support staff.

Secretary:                   Vanessa Ryan (September 2006 – March 2007)

Secretary:                   Deanna Coombs (April 2007 – June 2007)

Bus Drivers:               Dennis Lowe, Jim Biggin, Gerald Lowe and Jack Drover.

Custodial:                   Jim Biggin, Dennis Lowe and Odelia Ryan.

Maintenance:             Dennis Lowe

Student Assistant:      Veronica Coombs

Atlantic Catering Cafeteria Workers:          Juanita Atkins and Jacqueline Patey

 

 

Programs Provided

 At the junior high level students are engaged in mathematics, English, science, social studies, French, music, physical education, technology education, religion and health. At the senior high level our school offered 49 courses that provided necessary graduation requirements to students. From levels I-III students had the opportunity to enroll in courses like mathematics, English, science, social studies, computer technology, music, theater arts, career development and human dynamics. This past year saw our school engage in a skilled trades pilot offered by the provincial government. The program added immensely to our ability to provide a well rounded education to students.

 At the senior level students can also avail of CDLI courses that are offered to supplement the school program in areas like advanced mathematics, physics and French. These courses are done on-line with an e-teacher stationed somewhere else in the district or province.

 In addition to prescribed curriculum, students could avail of an extensive extra-curricular program that included student council, cross-country running, softball, volleyball, table tennis, basketball, ice hockey, floor hockey, and badminton. Students are also involved in co-curricular activities like science fairs, drama, and school band. This past year saw our students engage in the Western Regional Science Fair and perform well. They also attended the Western Regional Music Festival and placed second in a very competitive competition. In addition, students performed in a Christmas concert, year end spring music concert and performed in a musical called “The Little Shop of Horrors.” From parental and community feedback, these events were well received.

 If students so choose, they can also avail of District initiatives like special competitions and camps that serve to enrich student skills and interests. This past year, some of our students availed of these services and really enjoyed the experience.

  

Key Highlights/Special Projects

 As previously mentioned, a new skilled trades pilot was initiated at our school this past year. When the provincial government was looking for interested schools to pilot a new program aimed at the skilled trades area, we saw this as an excellent opportunity to continue diversifying the education we offer to our youth here at Roncalli Central High, so we expressed interest and were accepted into the program. The pilot brought thousands of dollars of new equipment aimed at exposing students to the new and exciting world of trades and technology. It offers students yet another alternative career choice for post secondary education. To date, the program is working well and students who are enrolled simply love the hands-on approach and often say it is the best program in school.

 This year the senior girls softball team won the provincial slo-pitch banner for the second time in a row. This was a proud moment for our school and continued to build on the rich tradition of high competition and sportsmanship at Roncalli.

 Another key highlight is the increased emphasis of student council input at our school, something which has assisted us in raising school spirit and increasing the level of student leadership in our building. This year, student council also engaged in a process of reform which saw the development of a new student council constitution that will further enhance student involvement within our school.

  

Partnerships & Community Support

This year, local businesses and community members contributed to the level of education we were able to provide our students. The Eagle River Credit Union assisted us in the purchase of hockey uniforms, the Harbourside Groceteria allowed one of our Criteria students to stock shelves and assist around the store as a means of developing workplace skills, Atlantic Catering continued to provide a diversified and healthy food choice for our students, the Newfoundland and Labrador Kids Eat Smart Program helped our school offer nutritious breakfasts to all students each morning of the week, community members volunteered their time to visit classes and do presentations for students, local agencies made donations to our breakfast program, the United Towns Lions club donated to school initiatives and sponsored the jr/sr high speak-out competitions, local individuals donated money and materials to school awards and scholarships, individuals volunteered for our School Council and assisted with the administration of our learning agenda, the local fire department assisted our school in the supervision of school events, the local churches assisted with our senior graduation ceremonies, parents and community members donated and assisted with our safe grad, the local hockey arena worked closely with the school to further the development of our hockey teams, and local community members volunteered to coach school sports teams. Overall, our school relies heavily on partnerships with agencies, local businesses and local community members. It is with their support that we are able to offer a strong educational program for our students. We thank everyone for their help over this past year and look forward to your continued support.

3. Report on School Development Plan for 2006-2007

 During 2005-2006 Roncalli Central High began a process of transitioning from the old school development model to that of the new provincial template. This process involved an intensive internal review and detailed examination of all school data. It was very time consuming, but very valuable to enhancing student achievement at our school. While the school was transitioning to this new model we were still operating under our old school development plan that was reassessed and revised in October 2006. Over the past year we have addressed our goals through yearly objectives and strategies.  Our statistics indicate that we have been successful in some of our intended outcomes and are now ready to continue with a new 3 year school development plan that was finalized this spring.  We will monitor progress in each goal area to ensure continued implementation of best practices.  The goals and objectives of the plan for the past school year, along with an evaluation of each objective, are outlined below.

 

Report on School Development Plan for 2006-2007  

Goal 1.  To have revised a Safe & Caring Anti-bullying and Safe Schools Policy.
Objective 1.1 To implement a RESPECT policy that will compliment Cooperative Discipline.	Objective 1.2 To update the Safe & Caring School TERT Team.
Evaluation 1.1  This policy was developed, implemented and carried out during the school year. It did positively impact school culture and climate.	Evaluation 1.2 Completed.
Recommendations: To continue using the RESPECT policy.	Recommendations: Review in new year & update if necessar

 

Goal 1.  To have revised a Safe & Caring Anti-bullying and Safe Schools Policy.
Objective 1.3 To have implemented a Room 300 that will act as a support for the classroom learning agenda.	Objective 1.2 To update the Safe & Caring School TERT Team.
Evaluation 1.3  This room was initiated and proved to be moderately valuable to enhancing learning within the classroom. Some problem areas were evident.	Evaluation 1.2 Completed.
Recommendations: Look for a program that will target more specific needs of medium to high risk students, especially in the junior high area.	Recommendations: Review in new year & update if necessary

 

Goal 2.  To have motivated students and teachers to perform to their best ability
Objective 2.1 To have provided teachers time to collaborate with counterparts.	Objective 2.2 To implement a variety of teaching and classroom management strategies
Evaluation 2.1  This objective was implemented, but was only moderately successful. Staff did have increased opportunity to collaborate within the scope of planned school development days, but more time needs to be made available during the regular school schedule.	Evaluation 2.2 Partially implemented. Teachers have engaged in diversifying teaching strategies they employ in the classroom to enhance the learning environment for students. However, we need to engage students more in this process.
Recommendations: Bring to new school development plan for continued emphasis.	Recommendations: Through the sue of surveys and focus groups, garner input from students on best practices in the classroom.

 

Goal 2.  To have motivated students and teachers to perform to their best ability
Objective 2.3 To allow students opportunities to contribute to a more positive school environment.	Objective 2.4 To have reviewed and revised our student recognition program.
Evaluation 2.3  This initiative was fully completed and did contribute to a more positive school climate.	Evaluation 1.2 Mostly completed. Some work needs to be done in diversifying recognition awards for students.
Recommendations: Continue with this objective for the new school year.	Recommendations: Enhance the recognition and award system to address all of the diverse student population of our school.

 

Goal 3.  To have broadened our academic focus in terms of quality and quantity
Objective 3.1 To have analyzed standardized tests each fall	Objective 3.2 To have implemented curriculum through technology in a progressive, collaborative manner conducted in a setting that has meaning.
Evaluation 3.1  In October 2006 a full school development day was given for staff to analyze external and internal school data. From this analysis, strategic academic interventions were developed and implemented throughout the school year. This was a successful day and afforded our school specific direction for improving teaching and learning at Roncalli Central High.	Evaluation 3.2 Technology plan was not completed. However, the school did continue to integrate technology into the teaching and learning environment and added a new trades and technology component to its senior high academic program.
Recommendations: Continue with this process in the new school year.	Recommendations: Have the school’s technology team develop a 3 year technology plan for our school. This process should begin in the fall of 2007 and be finished by June 2008.

  

Goal 3.  To have broadened our academic focus in terms of quality and quantity
Objective 3.3 To increase student skills in interpretation and understanding of charts/graphs/tables and diagrams.	Objective 3.4 To improve the quality of questions on tests/assignments through the increased use of Bloom’s Taxonomy.
Evaluation 3.3  Teachers implemented this objective within their lesson plans. This was a successful endeavor this year and internally, we saw improvement in our student’s ability to interpret and understand charts/graphs and diagrams.	Evaluation 3.4 Teachers implemented this objective within their lesson plans.  Students were exposed to more higher order questions within the classroom, on tests/exams.
Recommendations: Continue with this process in the new school year.	Recommendations: Continue with this process in the new school year

 

Goal 3.  To have broadened our academic focus in terms of quality and quantity
Objective 3.5 To increase student skills in test taking.
Evaluation 3.5  Teachers implemented this objective within their lesson plans. This will need to be re-assessed in the fall of 2007 after we receive results from external testing.
Recommendations: Continue with this process in the new school year.

4. Analysis of Key Statistics for Current Year

 In 2006-07 our students completed external assessments in Western School District common exams, Criterion Reference Tests, and Public Examinations. Overall, our school performed on average or slightly below average with the province and district, with some reduced scores showing up in the area of mathematics. These results are not consistent with past trend data where the school performed at or above province and district in most areas of assessment. The school has identified areas needing attention and has begun to implement key interventions that target areas of concern. This process is an annual exercise of continual reflection coupled with strategic interventions aimed at improving student achievement within a context of continuous school growth and development.

 

Mathematics

Over the past three years, trend data for mathematics at our school has indicated growth in the areas of number operations, patterns and relations, shape and space, and data management. While our students scored slightly below the district and province in a number of grade levels, our Math 3204 Public Exam result (72.5% overall average) was above the provincial average.  This average met our 2006-07 target of a 70% or higher average on the Public Exam.

 Trend data also revealed challenges for our school in the areas of non-calculator, mental math and number concepts. To address these challenges, we have implemented the following strategies;

i)          Teachers will build into their lesson planning different ways to assess whether or not students have learned. It is hoped this will help students perform better and thus improve their confidence levels in mathematics.

ii)         Include more symbolic representation of fractions in classroom instruction and assessment.

iii)         Use more mental math activities in classroom instruction, practice and assessment.

iv)        Teachers will engage in modeling best answers for students.

v)         Instruct students on mathematical vocabulary so they better understand what is being asked of them.

vi)        Teachers will adjust their teaching practices to better reflect what students see on assessment items.

vii)        Math teachers will include more non-calculator activities/items in classroom instruction and on assessment.

viii)       Staff will better align their instructional practice with what curriculum outcomes are identifying as skills needed. Teachers will endeavor to better understand requirements of outcomes and ensure this is reflected in teaching and assessment.

ix)        Increase student exposure to fractions, exponents and changing forms of equations through teaching and assessment practice.

 

Science

In June 2007 Roncalli students wrote Public Exams in Biology 3201, Chemistry 3202 and Physics 3204 (offered through CDLI). Overall, we scored below the province and district in all three subject areas, slightly below in chemistry and biology. Trend data for chemistry and physics reveals that historically our school has scored above the district and province, but scores have been on the decline for the past three years.

 Investigation of specific assessment strands of Public Exams reveals a need for the following key interventions;

i)          Continued diversification of teaching strategies to accommodate for the varied types of learner now enrolling in academic courses.

ii)         Increase in student centered activities that require more hands on work from students.

iii)         Increased number of assessments and different types of assessments.

iv)        Increased use of application type multiple choice questions.

v)         Increased use of higher order questions that require students to think for themselves and apply previous knowledge.

vi)        Implementation of more remedial help to target specific student difficulties.

vii)        Work with students to move them further away from memorization and more toward application of knowledge.

viii)       Foster an increased independence in students.

 

 French

In June 2007 our grade 9 students wrote a District common exam in French. Our students scored above the district in most subtests on the exam. Our listening comprehension and reading comprehension scores were slightly above the district and our demand writing scores were dramatically above the district with 80% of our students scoring at level 3 or higher and 40% at level 4 or higher. The school district scores were 53% at level 3 or higher and 24% at level 4 or higher. These are great results and the following interventions are being implemented in our school to supplement the French program and offer even more support to student learning in this subject area;

i)          Increase the amount of listening passages with multiple choice responses that students will be exposed to in teaching and assessment.

ii)         Increase the number of listening passages with constructed response questions as assignments and practice.

iii)         Increase the amount of reading passages with constructed response questions.

iv)        Continue with a high focus on student demand writing within classroom activities and on assessment pieces.

 

 English

Trend data indicates that our school is showing improvement in English skills from grades 7 to Level III. The improvement increases as we move closer to Level III where students wrote a Public Exam and performed above the District (58.8%) and province (59.2%) with an overall average of 64.5%. This is positive and speaks to current and past practice in teaching English at our school. Over the years we have implemented a number of interventions to raise student achievement in this academic discipline, and the data indicates an overall growth.  For example, last year we set a target of 80% or more of our students performing at level 3 and above on the grade 9 English CRT. This year, we achieved that target with constructed response items where students scored 88% on demand writing, 88% on poetry and 80% on information. As well, we achieved our target of English 3201 students scoring at or above district and provincial scores.

 Assessment data reveals that there are still two areas needing attention, reading and interpreting visuals and informational texts. Trend data indicates that our school is improving in these areas, but interventions are still needed to further increase student skill development. As a school we are committed to;

i)          Increasing the amount of application and integration questions in selected and constructed response items. We will use, where possible, sample questions from previous CRT’s, district exams, and public exams.

ii)         Modeling higher order assessment responses during instructional time, through such things as standardized tests, class collaborative answers and teacher facilitated answers.

iii)         Involving students where applicable in making up questions so that they will have a better understanding of how to answer them on assessment pieces.

iv)        Utilizing rubrics for French and English assessments.

v)         Increasing the use of informational texts in classroom teaching, assessment and evaluation. Teachers will instruct students on how to read and interpret various forms of informational texts.

  

Social Studies

Social studies assessment is reflected in the World Geography 3202 Public Exam. As in past years, our school has performed well. Our students scored above both the District and Province and we have met our target of 100% of students passing the Public Exam with an overall average of 74% or higher. This was achieved through continual reflection and strategic implementation of key interventions that targeted past areas of concern. We will be continuing with past practice in this area since it is resulting in continued student improvement.

  

Common Interventions being applied across all Academic Disciplines

1.         Continue to teach students how to read graphs, charts and diagrams. Emphasize this where possible in all courses.

2.         Assist/teach students how to answer multiple choice type questions. Teach students to come up with answer first on their own before looking at multiple choice selections.

3.         Teach students how to answer questions well.

            a)         Teachers will continue to model best answers.

            b)         Teach students how to answer questions that have two or more selections/ideas together. They are multi-faceted. Again, model best answers so students can have comparisons.

            c)         Teach students how to support their answers.

            d)         Teach students how to read questions more effectively. (Similar to item b above)

            e)         Keep exposing students to higher order questions and show them how to read and answer them.

4.         Teach students how to be reflective thinkers and good problem solvers.

5.         Time management is very important. Increase awareness of classroom management, time on task, and yearly planning so that courses finish on time, and quality time is spent on areas needing the most attention in courses.

6.         Have test questions reflect those types of questions students will see on CRT’s, common exams and public exams. Walk students through the solution process.

7.         Teach courses according to outcomes.

8.         Make assessment and evaluation pieces reflect the outcomes being taught. (Ie: Better test development)

9.         Work on improving student study skills.

10.       Develop an emphasis on enhancing student vocabulary within courses.

11.       Continue to diversify teaching strategies to accommodate for the varied types of learner now enrolling in academic courses.

 

 Overall Comments

This year’s external assessment results for Roncalli are generally good. There are some challenges emerging which require strategic interventions that have been developed and implemented.  That being said, the last two years has seen our school increase its emphasis on encouraging as many students as possible to enter the academic stream of courses at the senior high level. We are seeing more and more students choose the academic program over that of the general program because it offers more opportunities after graduation.  This is positive and speaks to a culture of success and academics first. With this comes new challenges in teaching and learning that require daily reflection and strategic lesson planning in order to provide the supports required for all students to maximize their opportunities for learning. Our school is committed to fostering a culture of teaching and learning where improved student achievement is a priority. Developing the whole child and equipping him/her with the skills to be successful in life is our primary focus at Roncalli.

  

Survey Results

             Youth Smoking Survey

This year our school partnered with Memorial University, the University of Waterloo, and Health Canada to administer a Youth Smoking Survey. This survey was administered to grades 5 to 12 students across the country. Its intent is to provide valuable data on youth smoking behaviors and assist community leaders in planning effective interventions to help youth quite or never start smoking.  Some results specific to Roncalli Central High include: 

·        Few students at Roncalli Central High report that they are smokers.

·        51% of students surveyed report they have “ever tried” smoking or even had a few puffs. 36% of students reported having smoked a whole cigarette.

·        58% of surveyed students reported having at least one friend who smoked.

·        42% of surveyed students reported having a parent, step-parent or guardian who smoked.

·        23% of surveyed students reported having a sibling who smoked.

·        13% of surveyed students reported that at least one person smoked on a daily basis inside the home.

·        30% of surveyed students reported having rode a car with someone smoking during the week preceding the writing of the survey.

·        29% of surveyed students reported that there were no restrictions or only some restrictions regarding smoking in the home.

·        52% of surveyed students reported that people start smoking because it is cool.

·        48% of surveyed students reported that people start smoking because popular kids smoke.

·        90% of surveyed students reported that people start smoking because of peer pressure.

·        100% of surveyed students understood that smoking causes lung cancer.

·        95% of surveyed students understood that smoking causes heart problems.

·        76% of surveyed students understood that smoking triggers asthma

·        95% of surveyed students understood that smoking reduces life expectancy.

·        86% of surveyed students understood that you do not have to smoke for many years to harm your health.

·        100% of surveyed students understood that smoking is harmful to non-smokers.

·        90% of surveyed students know that smoking is addictive.

  

School Development Plan for 2007-2008

Goal #1: To increase higher order thinking skills across the curriculum at Roncalli Central High by 2010.
Objective 1.1: To improve visual literacy in all curriculum areas by June 2008.	Objective 1.2:  To improve student skills in mathematics specific to curriculum outcomes by June 2008	Objective 1.3: To improve student’s ability to read and interpret information by June 2010.
Indicators of Success: Improved performance on visual related assessments.  By the end of the first year professional development has taken place and the visual bank has been set up.	Indicators of Success:  Improved assessment scores. Increased confidence levels of students in mathematics. Increased student motivation to engage in mathematics classes and activities.	Indicators of Success: Improved assessment results.
Strategies: 1.1.1 Increase the use of graphs, charts, diagrams, visuals and tables during instructional time. 1.1.2  Construct tests and assignments using a greater percentage of graphs, charts, diagrams, visuals and tables. 1.1.3  Provide professional development in visual literacy. 1.1.4 Develop a bank of visual resources by subject area.	Strategies: 1.2.1  Try to boost student confidence through the use of alternate assessment strategies. 1.2.2  Include more symbolic representation of fractions in classroom instruction and assessment. 1.2.3  Use more mental math activities in classroom instruction,  practice and assessment. 1.2.4  Model solutions for students. 1.2.5  Instruct students on mathematical vocabulary so they understand what is being asked of them. 1.2.6  Make teaching better reflect what students see on assessment items. 1.2.7  Include more non-calculator activities/items in classroom instruction and assessment. 1.2.8  Align instructional practice very closely with the intent of curriculum outcomes. Understand requirements of outcomes and ensure this is reflected in teaching and assessment. 1.2.9  Increase student exposure to fractions, exponents and changing forms of equations through teaching and assessment practice.	Strategies: 1.3.1 Increase the amount of application and integration questions in selected and constructed response items. Use, where possible, sample questions from previous CRT’s, district exams, and public exams. 1.3.2 Model higher order assessment responses during instructional time, through such things as standardized tests, class collaborative answers and teacher facilitated answers. 1.3.3  Involve students where applicable in making up questions. 1.3.4 Utilize rubrics for French and English assessments. 1.3.5  Increase the use of informational texts in classroom teaching, assessment and evaluation. Instruct students on how to read and interpret various forms of informational texts.

 Note:  See support plan summary for goal #2 on next page.

  

Support Plan Summary for Goal #1
Financial 1.1.1 Posters * Scanner * Printer for Fabrication Shop 1.1.3 Inspiration software 1.1.3 Chem 3D software 1.1.4 Filing cabinet  1.1.4 20-2" 3 ring binders	Professional Development 1.1.3 Use of scanner 1.1.3 Graphing software 1.1.3 Creating database of visual images by subject area 1.1.3 Design software 1.1.3  Understanding, interpretation and teaching of visuals in the classroom. 1.2.8  PD on interpreting math outcomes and aligning teaching practice to fit outcome expectations. Specific teaching strategies to address outcome requirements. 1.3.1 - 1.3.2 Higher order questioning constructed responses & selected response 1.3.2  Bloom’s Taxonomy & question development 1.3.4 Use of rubrics	Communications 1.1.1 & 1.3.2 Posters throughout school especially in classrooms. 1.1.4 Sharing of information and resources among teachers. 1.2  Increase collaboration, sharing and discussion/problem solving amongst mathematics teachers. 1.3.4 Handouts to students and parents.  * Parent Meet and Greet * School Annual Report	Time/Allocation Success of all strategies will be reviewed after each progress report.

  

Goal #2: To increase student and staff motivation at Roncalli High School by June 2010.
Objective 2.1: To provide opportunities for staff to gather for social events as a means of improving staff morale and motivation by June 2008.	Objective 2.2: To increase the percentage of students involved in extra-curricular activities June 2009.	Objective 2.3: To provide opportunities for students to see the relevance of their learning across the curriculum by June 2010.
Indicators of Success: Staff will have the opportunity to participate in the scheduled social events.  Increased part by all staff members.	Indicators of Success: An increase in the percentage of students involved in extra-curricular activities.	Indicators of Success: Feedback from students (classroom discussions).  Surveys and focus group.
Strategies: 2.1.1 During the regular monthly staff meeting a potluck will be part of our social event.  (staff groups will be responsible at each meeting). 2.1.2 Improvements in recognizing individual staff accomplishments during a social.	Strategies: 2.2.1 Poll students to develop a list of extra-curricular activities according to their interests.  Focus group? 2.2.2 Recruit student volunteers through student council to take a leadership role in establishing and running these activities.	Strategies: 2.3.1.  To develop a career day for the fall of 2009. (Analyze after day) 2.3.2.  To make students aware of career opportunities by inviting presenters from HRD to make presentations to groups of junior and senior high students. 2.3.3.  Follow-up career day: Job shadowing day where students will have the opportunity to participate in real life experiences of work. 2.3.4.  Teachers will bring in presenters relevant to the subject area to show skills relevant to real life situations.

 Note:  See support plan summary for goal #2 on next page.

  

Support Plan Summary for Goal #2
Financial 2.1.4 Provide meal for guests.  2.1.4 Thank you gift 2.2.2 Recognition card/certificates 2.3.1 Budget according to activity *Glass case * Photo printer and paper *Awards for students	Professional Development	Communications to 2.1.1 Media contacted, inform public of event (career day). 2.1.4 Contact made with presenters. 2.1.3 Schedule for job shadowing (guidance) 2.2.1 Administration communicates dates of meetings all staff. 2.2.1 Teachers will communicate to administration accomplishments to be recognized. 2.3.3 Letters to parents to explain the importance of the Friday afternoon activities and how it is related to the learning environment and positive climate of RCHS. 2.3.3 Communicate with student council for input. 2.3.1 Communicate with school council for input and leadership.	Time/Allocation 2.1.1 One day provided for career day. 2.1.3 Excused absences for students participating in job shadowing. 2.1.4 Classroom time provided for presenters. 2.3.3 Friday afternoons (quarterly)