Pinetree Secondary School School District #43 (Coquitlam)

Pinetree Secondary School School District #43 (Coquitlam)

Pinetree Secondary School School District #43 Action Plan for Learning Secondary School Level June 2011 1 Pinetree Secondary School 3000 Pinewood Avenue, Coquitlam, BC MISSION STATEMENT Working with our community, we are dedicated to preparing our students for success in a rapidly changing world by providing a supportive learning environment which recognizes and respects individual differences, encourages students to challenge personal limits, and promotes excellence. 2 Goal #1 Reading Comprehension Students will improve their literacy skills by focusing on reading. 3 School and Community Context

Athletic programs and coaches among the best in the province. Congratulations to the Senior Badminton Team on their 2 nd place finish in Provincial Championship Tournament for the 2010/2011 school year! Honours /Advanced Placement opportunities and large number of exciting elective programs with a full set of Fine Arts / Technology courses Culturally diverse population where students are highly involved in programs promoting and celebrating cultural understanding. Pinetree also has a unique timetable as it is custom made to accommodate the needs of its students. 4 Community Partnerships and Parent Involvement Pinetree shares its site with both Coquitlam Parks and Leisure Services as well as Douglas College. This three-way partnership has enabled all partner groups to benefit from cost sharing in the creation of exceptional physical education facilities. Parks and Leisure Services The Parent Advisory Council (PAC) is an active partner at Pinetree Secondary School. The School Planning Committee and After Grad Committee are working on our behalf to support our goals.

5 Graduation and Transition Rates Pinetree Secondary School Elligible Grade 12 Grad Rate (Source: Ministry of Education) 100 98 % of Grade 12 Students Eligible to Graduate who Graduate from 98% (2005/06) to 95% (2009/10) % of First-Time Grade 12 Students who Graduate 86% (2005/06) to 86% (2008/09) Elligible Grade 12 Grade Rate All Students 94 Elligible Grade 12 Grade Rate Female 92 90 Elligible Grade 12 Grade

Rate Male 88 86 84 2005/06 2006/07 2007/08 2008/09 2009/10 Pinetree Secondary School First-Time Graduation Rate (Source: Ministry of Education) 95 90 % of Students Overall Trends Over Recent Years % of Students 96 85 First-Time Grade 12 Grade Rate All Students 80

First-Time Grade 12 Grade Rate Female 75 First-Time Grade 12 Grade Rate Male 70 65 2005/06 2006/07 2007/08 2008/09 2009/10 6 Graduation and Transition Rates cont Trends Over Recent Years [Source: Ministry of Education] Aboriginal Students % of Grade 12 Students Eligible to Graduate Who Graduate No Change from 100% (2003/04) to 100% (2007/08) % of First-Time Grade 12 Students who Graduate Decrease from 89% (2003/04) to 86% (2007/08) ** Note Data for 2009/2010 is currently unavailable.

7 Relevant Background Goal 1 Reading Comprehension: To improve student literacy skills through the teaching of reading. Objective 1 To improve student literacy skills through the teaching of reading. Rationale for Objective 1 There are several reasons why reading is important for students: 1. Reading offers a productive approach to improving vocabulary and word power. 2. It helps students to keep abreast of the various styles of writing and new vocabulary. 3. Students who read tend to be more creative and have higher achievement rates in school and college. Sofsian, Damian. (2006, November 09). The Importance Of Reading. EzineArticles. Retrieved May 05, 2008, from http://ezinearticles.com/?TheImportance-Of-Reading&id=354498 8 Current Data for Goal 1 Classroom Assessments Based on Teacher Judgment* Grade 9 English Classes - Semester 2 (2009-2010) Participation rate: 57% # at each level

Not Yet Meeting (Minimal Level) Meets Fully Meeting Exceeding All Students 5 56 84 49 Female 2 11 29 25 Male 3

37 44 15 MSK MSK MSK MSK 4 6 5 7 Aboriginal ESL n=194; Aboriginal n=3; ESL n=9 Note: All Students includes ESL and Aboriginal students *Using Reading as Criteria 9 Current Data for Goal 1 Classroom Assessments Based on Teacher Judgment* Grade 9 English Classes - Semester 2 (2010-2011)

Participation rate: 41% # at each level Not Yet Meeting (Minimal Level) Fully Meeting Exceeding All Students 18 34 55 27 Female 4 15 34 12 Male 14

19 21 15 Aboriginal 3 8 1 - ESL 2 1 2 - Meets n=134; Aboriginal n=12; ESL n=5 Note: All Students includes ESL and Aboriginal students *Using Reading as Criteria 10

Current Data for Goal 1 cont School-Based Assessment Report Card Marks (End Reporting Period - April 2011**) 100.0 90.0 % of Gr. 9 Students 80.0 70.0 60.0 50.0 37.4 40.0 30.0 26.2 20.0 13.6 10.0 9.9 9.2 4.1 0.0 A

B C+ C C- F Letter Grades ** NOTE -- Sem 1 (2010/2011) and Sem 2 (2010/2011) marks obtained from BCESIS 11 Current Data for Goal 1 cont Provincial Examinations Trends over Time English 10 School/Exam Blended Final Mark (C+ or Better) No change from 70% in 2008/09 to 70% in 2009/10 English 10 District Data Comparison Increase from 65% in 2008/09 to 67% in 2009/10 12 Current Data for Goal 1 cont Cross-Grade Assessment

Pinetree Secondary Reading Assessment (Semester 1 2010/2011) Pinetree Secondary Reading Assessment Results from Oct 2010 100.0 90.0 % of Gr. 9 Students 80.0 70.0 Does Not Meet Expectations 60.0 Minimally Meets Expectations 50.0 Fully Meets Expectations 40.0 Exceeds Expectations 30.0 20.0 10.0 0.0 Summarizing Inferencing Analyzing Specific Trends: 59% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS

41% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 31% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS 13 Evidence of Change BASED ON COMPARISION with Pinetree Secondary Reading Assessment from Semester 1 - 2010/2011 Target(s): 70% of Gr. 9 students fully meet or exceed expectations in terms of making SUMMARIZATIONS 50% of Gr. 9 students fully meet or exceed expectations in terms of making INFERENCES 50% of Gr. 9 students fully meet or exceed expectations in terms of making CONNECTIONS 14 School Action Plan General Practices: Regular Meetings with School Growth Plan (SGP) Committee (i.e. Group Sharing & Feedback, Teacher Review & Discussion of Assessment Data, Goal-setting, Action-Plan Development, and Implementation Strategies Specific Practices: How have we enhanced student learning and supported literacy in the classroom? * We feel that promoting/teaching literacy is it is one of the key functions of a

second language department we have found that students do not necessarily understand the grammar of their own first languages when learning a second language thus, they often confuse structures and vocabulary from their first language when learning a second language this may be due ineffective strategies for engaging with text in their first language to transfer to using a second language in response, we have re-taught students how to read and engage with text additional ways our department has worked to improve literacy among our students include: (1) Second language teachers routinely work to improve students ability to engage with and comprehend text and (2) Second language teachers reinforce concepts introduced in English and ESL classes that focus on literacy Colleen Lee, Languages Program Facilitator "...Written expression is very important in our area Paragraph, multi paragraph and essays are used through grades 9-12 to provide answers to written questions although informally done within individual classes these past years, our department has discussed that we have a coordinated write for all grades the protocol is to take 2-3 days to give instruction on various writing techniques specific to each grade level the whole department would share in the marking of the written assignments it is our hope that any improvements in writing will have a positive affect on Provincials written by Grade 11's or optional provincials by Grade 12's Jim Thompson, Social Studies Program Facilitator *Information collected from recent staff survey May 30, 2010 15 School Action Plan cont How have we enhanced student learning and supported literacy on a school-wide level? Drop-Everything-and-Read (D.E.A.R.) School Administration in concert with PACK teachers work with Gr. 9 students by providing a learning environment to read fiction or non-fiction material during PACK classes at least twice a month.

16 School Action Plan cont How have we enhanced student learning and supported literacy on a school-wide level? Literacy Enhancement Activity #1 PACK teachers work with Gr. 9 students by providing a learning environment to read, discuss, and respond to a selected current-issues article from the Globe & Mail. Questions were designed to enhance students ability to make INFERENCES and conduct ANALYSIS. 17 School Action Plan cont How have we enhanced student learning and supported literacy on a school-wide level? Literacy Enhancement Activity #2 PACK teachers work with Gr. 9 students by providing a learning environment to read, discuss, and respond to a selected current-issues article. Questions were designed using Blooms Taxonomy as a frame of reference. 18 School Action Plan cont How have we enhanced student learning and supported literacy on a school-wide level? Literacy Enhancement Activity #3 PACK teachers work with Gr. 9 students by providing first an opportunity to read a selected current-issues article. Students are directed to review various mock-responses

to questions posed in reference to the article. Note that each response has been identified, assessed, and categorized as either FULLY MEETS- or EXCEEDSEXPECTATIONS at the Gr. 9 Level. Questions (based on a compare/contrast format) are presented at the end of the article. Students are to address these questions either orally or in written form. 19 Evidence of Change cont Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 2 2010/2011) Pinetree Secondary Reading Assessment from May 2011 100.0 90.0 80.0 % Gr. 9 Students 70.0 Does Not Meet Expectations 60.0 Minimally Meets Expectations 50.0 Fully Meets Expectations 40.0 Exceeds Expectations

30.0 20.0 10.0 0.0 Summarizing Inferencing Analyzing Specific Trends: 55% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 47% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 52% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS 20 Evidence of Change Compare/Contrast cont Pinetree Secondary Reading Assessment Results from Oct 2010 100.0 90.0 Summarizing From 55% to 45% for Fully Meets From 4% to 10% for Exceeds GOAL - 70% Fully Meets/Exceeds % of Gr. 9 Students

80.0 70.0 Does Not Meet Expectations 60.0 Minimally Meets Expectations 50.0 Fully Meets Expectations 40.0 Exceeds Expectations 30.0 20.0 Inferencing 10.0 From 35% to 31% for Fully Meets From 7% to 16% for Exceeds 0.0 Summarizing

Inferencing Analyzing Pinetree Secondary Reading Assessment from May 2011 100.0 GOAL - 50% Fully Meets/Exceeds 90.0 80.0 From 28% to 38% for Fully Meets From 3% to 14% for Exceeds 70.0 % Gr. 9 Students Analyzing Does Not Meet Expectations 60.0 Minimally Meets Expectations 50.0 Fully Meets Expectations 40.0 Exceeds Expectations 30.0

GOAL - 50% Fully Meets/Exceeds 20.0 10.0 0.0 Summarizing Inferencing Analyzing 21 School Action Plan cont What will we do differently? What are some possible strategies, resources, & structures Employing practices from staff-generated ideas/concepts: As a staff, assess APL progress from last 3 years with respect to whether school goals/structure have effectively dovetailed with district vision of LITERACY. Longitudinal study (i.e. compare/contrast) of literacy achievement of our students over the last 4 years. Establish year-long calendar and aim to have literacy-based activities planned ahead and known to entire staff.

Generate grade-wide literacy activities that aim to recognize both strong student achievement and notable improvement Assessment topics strongly linked to ILOs in HCE 9 curriculum Referencing practices/theory from recent research: Ways to Support Thinking About Learning (Sharon Jerowski) 22 School Action Plan cont How will we provide for staff development and collaboration? Pinetree Secondary Pro-D Committee (i.e. consider/plan/sponsor activities and events to support school goal) SD43 Sponsored Events (i.e. School-Based Learning Team / Professional Network Series) How will we involve parents? Regular consultative meetings with the School Planning Council (SPC). As well, collaboration with Parent Advisory Council, Chinese-, Korean-, and Persian- parent groups. How will we monitor and adjust our plans?

Regular Meetings with School Growth Plan (SGP) Committee (i.e. Group Sharing & Feedback, Teacher Review & Discussion of PSRA Data, Goalsetting, Action-Plan Development, and Implementation Strategies) Feedback and Group Input for staff during Pro-D days and General Staff Meetings 23 Contributions and Credits APL Committee / Consultation Group Leslie Ikeda, Debbie Bouska, Sue Louie, Parm Thiara, Elisa Lam, Mike Tyldesley, Serene Lau, Amy Huang, Ruby Law School Leadership Contributory Members Program Facilitators Pinetree Secondary Reading Assessment (PSRA) Design Team Debbie Bouska, Leslie Ikeda, Sue Louie PSRA Administration and Invigilation Mathematics- and Physical Education- Department Literacy Enhancement Activities Design/Assessment Group Debbie Bouska, Leslie Ikeda, Amy Huang, Ruby Law

Implementation of District-Wide Reading Assessment English Department Pinetree Secondary Pro-D Committee Co-Chairs Leslie Ikeda, Yvonne Chan School Administration John McCullough, Jon Dingle, Jon Bruneau *UBC Student-Teachers 24

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