School Improvement Plan

for Student Achievement 2015-16

School:

Principal:

Rothwell-Osnabruck School

Vice-Principal(s):

Ewen McIntosh
Peter Onstein

Goal: Team 2: 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
1.4
1.5
1.6
1.7
2.1

Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction
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
During learning, timely, ongoing, descriptive feedback about student progress is provided based on student actions and co-constructed success criteria.
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.
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.
Ongoing Communication about learning is in place to allow students, educators and parents to monitor and support student learning.
Collaborative instructional leadership to build capacity to strengthen and enhance teaching and learning

PLAN

ACT

OBSERVE

REFLECT

Needs Assessment
Where are we now?

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

OBSERVE: Monitor/Gather Evidence

How are we doing?

Analyze/Reflect
How did we do? Where to Next?

What does student achievement data indicate?

Report Card Data

Semest
er
1
2

20/40

2014-2015
Level 1 Level 2

Level 3

Level 4

0
12

55
46

97
79

157
185

66
60

OSSLT Data:
OSSLT Data (%-age successful)
10/11

82

11/12

68

12/13

90

13/14

78

14/15

85

* 4 students deferred in 14/15

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

Concerns:
10 February 2016

Overall Goals
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.

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

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.

To be completed by March 25, 2016

To be completed by April 1, 2016

2nd CYCLE OF INQUIRY

To be completed by April 4, 2016

To be completed by June 10, 2016

To be completed by June 17, 2016

10 February 2016