Success Plan / Management & Educational Success Agreement

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Success Plan / Management & Educational Success Agreement (MESA)

Between ENGLISH MONTREAL SCHOOL BOARD

And

Gerald McShane School

Dates of Annual MESA Agreement January 30, 2016 - January 31, 2017

Dates of Success Plan January 31, 2014 - January 31, 2017

Context:

Purpose of the Agreement In order for the school/centre and the school board to comply with the Education Act article 209.2(1)(2)(3)(4), the school board and school/centre must sign a Management and Educational Success Agreement. This must be done annually. This Agreement outlines the commitments made by the school board and the school/centre to achieve their mission of successfully instructing, qualifying and socializing students. The Management and Educational Success Agreement defines the school/centre role in supporting the school board objectives and targets for student success, within the school board strategic plan and in line with the Ministère de l’Éducation, des Loisirs et du Sport goals.

Management and Educational Success Agreement Explanatory Notes:

1. The school/centre should become fully familiar with the school board strategic plan and with the Partnership Agreement signed with the Ministère de l’Éducation, des Loisirs et du Sport. 2. The school/centre should review its success plan and ensure that it is aligned with the school board strategic plan. 3. The Management and Educational Success Agreement is signed between the school principal and the director general. This is what makes it a Management Agreement. 4. The Management and Educational Success Agreement must be approved by the governing board after consultation with the staff. 5. The Management and Educational Success Agreement must specify how the school/centre will contribute to the school board objectives and targets for student success as established within the

strategic plan. 6. The Management and Educational Success Agreement must outline the resources provided to the school/centre so that it can meet established objectives and targets. Besides a statement referring

to general staffing and budgetary allocations, the Agreement must list the resources specific to the school which take into account its particular situation and needs. 7. The Management and Educational Success Agreement must specify the support and assistance measures available to the school/centre. This means any programs and any special centralized

support systems which support the school/centre in meeting its targets should be listed. For example, if the board has a system or program for literacy it should be listed here.

8. The Management and Educational Success Agreement must specify how the school/centre monitors its progress towards meeting specific targets and how it reports to its community.

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In this section the school identifies the particular reality of its environment and region. This section will likely be the same or a briefer version of the context in the school’s educational project. This should be no longer than one or two pages in length.

SECTION 1: SCHOOL SUCCESS PLAN (2014-2017) OUR VISION AND MISSION STATEMENTS

Our Vision and Mission Statements

Our Mission:

At Gerald McShane School we are committed to making learning an enriching experience. The staff at GMS is dedicated to fostering academic excellence through development of the whole student, intellectually, physically, socially and ready for the digital world. We also emphasize the importance of friendship; we instill in our students a sense of belonging and provide them with a positive learning environment to motivate them to attain their own personal success.

Our Values:

At Gerald McShane School we value:

Respect Friendship Responsibility Kindness Cooperation

Our Vision:

Our priority in 2016-2017 will be to continue building a Community Learning Centre which will foster students’ literacy competencies, improve students’ overall learning, promote family engagement and build a stronger school community. In addition, teachers and staff will work cooperatively with each other and outside professionals and organizations to put in place a support system geared towards achieving students’ individual success. Through the implementation of the Gerald Mc Shane Community Centre we will build a bridge between the school, the home and the community. This will be done through community involvement and parental involvement in school projects and activities. The students will be taught digital citizenship. Another priority will be to develop Professional Learning Communities within each cycle. These communities will work together to improve student success by analyzing data to inform teaching.

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Linking Our Mission, Values and Vision with our Analysis/Reflection of our Current

Situation

The strengths and talents of the personnel are present in our school and must be nurtured and developed to better serve our school community. Our goal is to embrace and act upon one common vision.

CONTEXT: OUR SCHOOL /CENTRE PORTRAIT

Context: Our School Portrait Our territory:

Gerald McShane School is situated at 6111 Maurice Duplessis in the borough of Montreal North. It is in an area of the city that has the characteristics of a middle class multi-ethnic community with pockets of poverty. The school is classified as an inner-city school and receives funding from Une école montréalaise pour tous for intervention programs. We have a diverse school population comprised of various cultures. About 60% of our students are bussed.

Our history:

Gerald McShane School was opened by the C.E.C.M. in 1969, as an open-space concept facility. In 1991, the school took on the orientation of a bilingual program. In 1998, with the creation of the linguistic school board, the school became part of the E.M.S.B. In September 2009 the school became a French immersion School from Kindergarten to Grade 2. In 2011, the school become a Community Learning Centre forging partnerships with outside agencies to offer educational, health and social services to our families and the community at large. In the fall of 2012 the school formed a partnership with Réseau Réussite Montreal to encourage school engagement and retention. In 2013, the school opened a M.E.L.S. full day Pre-Kindergarten class for inner-city school children.

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Our school population:

Our school is currently comprised of approximately 210 students from Pre-Kindergarten to Cycle 3. During the past years, we have seen a decrease in our population as many families have moved off island. 56% of the students speak English at home, 4% speak French at home and 3% speak other languages. 95% of our student population is born in Canada.

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PROGRAMS AVAILABLE IN OUR SCHOOL Early Kindergarten (full day 4 years old) Immersion/Bilingual Special measures: ICOR, AMSFA, CLC, RRM Special allocations: Homework and wellness, Culture in Schools

SPECIAL EVENTS/ACTIVITIES Analysis / Reflection:

Areas in which we are doing well: Communication: Teachers and staff members believe in developing the Whole Child. Therefore, they

foster open lines of communication in order to support the students in all the areas of school life.

Respect: The school community values the harmonious rapport that is continuously nurtured by

mutual respect.

Team Work : Teachers work in Cycle and/or language teams to elaborate intriguing and challenging themes that are linked to the curriculum. Information is shared with specialists.

Culture : Students are exposed to various art forms (plays at school and in theaters, artists

in school) and music workshops. Cooperative Learning: Teachers frequently offer cooperative learning opportunities to their students. Phys. Ed. program: A strong and diverse program instills in our students the importance of a fit and

healthy lifestyle.

After-school homework program: Helping targeted students succeed.

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Extra-curricular activities: Enrichment activities through the BASE program.

Music program: All students have music and an afterschool band.

Fund-raising for hospitals: Funds are raised through the selling of chocolate and other school-wide activities.

Literacy Initiatives: School-wide projects to promote literacy in both English and French.

Media literacy: more equipment is available to staffSmart boards in all classes, computer labs, professional development for staff.

Areas in which we could do better:

Resource teachers meet regularlyweekly with PLC teams to discuss the needs of students;

Focus on early intervention regarding literacy; Specialized support for early intervention (phonological awareness, language screenings, etc.);

Media literacy: we continue to expose our students to various media and develop critical thinking abilities;

Ensure that French is more present in the school so that students have more opportunities to develop their skills in a truly bilingual environment; Encourage Professional development opportunities for staff members as a group and on an individual basis; Enforcing a healthy lifestyle (body and mind)

PLC: more structure needed, specific times to meet each month both within cycles and school-wide;

Promoting a healthy lifestyle (body and mind).

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PARENT PARTICIPATION

The parents at GMS are involved in school success through the Governing Board, PPO, and as Volunteers in various activities.

Activities & Programs

Volunteer :for Class Educational Outings/GMAA events/ Daycare Outings/Ski Trip Holiday Breakfast

Fundraising Events: Chocolate Drive, Denim Day Campaign, Community Food Drive, Bake Sale, Book Fair, Children’s Hospital Donation.

Support Funding:

Jungle Sportsfor Spring Fling Fundraising Dance Grade 6 Graduations Fun Day Activity

Sub-Committees and their mandates

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PPO Committee’s mandate was to help coordinate school wide events such as Holiday Breakfast, Fun Day, Book Fair, Spring Fling Fundraising Dance, and Fundraising Bazaar. Their mandate is also

to report points of interest and concerns of the parents to the Governing Board.

The Graduation committee helped the teachers and administration plan and ensure the success of the Grade 6 Graduation.

SECTION 2: MANAGEMENT AND EDUCATIONAL SUCCESS AGREEMENT (MESA) 2014-2017 ALIGNMENT OF GOALS AND OBJECTIVES: Our school success plan/MESA is based upon the aims and objectives elaborated in the MELS and English Montreal School Board’s strategic plan with particular emphasis on the MELS-EMSB Partnership Agreement. Our Success Plan/MESA elaborates the actions, measures and methods for ensuring that each student achieves success in his/her academic growth and personal development. This section is to be revised and updated annually. Our school MESA includes the following objectives:

MELS/EMSB Goal 1: Increased graduation rates and qualifications before age 20 (School Perseverance) MELS/EMSB Goal 2: Improved Mastery of the French Language (French Reading & Writing- ELEMENTARY) MELS/EMSB Goal 2: Improved Mastery of the English Language (English Reading & Writing- Elementary) MELS/EMSB Goal 3: Improved Levels of Retention and Academic Success for Certain Target Groups (special needs) MELS/EMSB Goal 4: Healthier and Safer School Environments MELS/EMSB Goal 5: Increased Enrolment of Students under 20 in Vocational Training

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MELS/EMSB Goal 1: Increased graduation rates and qualifications before age 20 (School Perseverance) School Board EMSB

School /Centre Gerald Mc Shane School

Objective

Indicators Target Objective Indicators Target Strategies Resources Timeline Monitoring

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SCHOOL PERSEVERANCE

Decrease the number

of student leavers without qualification

or certification.

To increase the level of literacy of

Secondary cycle 1, year 1 cohort.

MELS -

number of student leavers

without qualification

and certification published

annually by MELS

The percentage of

cycle 1, year 1 cohort that are reading at

grade level.

Decrease by

47 students from baseline

(335- 2009) the number

of student leavers without

qualification and

certification.

Target

reduction 2014-288

students

Increase to 90%, the

percentage of Secondary cycle 1, year

1 cohort that is reading at

grade level. Baseline to

be determined by

September 2012

Increase math success rate of Cycles I and II students on EOC exams In Competency 2 Mathematical reasoning

End of Cycles I and II math exam results Term and end of year school results

Increase math success rate of Cycle I and Cycle II students by 3% by 5% by July 2016.

Students complete at least one situational problem per term (School Success Plan) Students will be given opportunity to use flashcards to learn basic facts of addition, subtraction, multiplication and division before and after school. Multiplication and division tables drills Professional development on the Use Reflex Math Reflex Math and IXL Math installed in computer lab Improve math reasoning skills by having Mmath consultant support teachers with material Exposure to problem solving on a regular basis in Cycle 1 Suggestion for Math; For cycle 1, 2,3 dedicate specific topics for each grade level in that all topics will be covered over a 2 year cycle Meeting with other immersion school cycle 2 teachers and consultants to determine common strategies Curriculum mapping

Math Workshops for teachers Math Manipulatives Homework Program Ped Services Math Binder Math Consultant TIC SpecialiMath readers

20154-20165 Cycles I and II teachers and Administration analyze and monitor End-of-cycle math exam results

MELS/EMSB Goal 2: Improved Mastery of the French Language (French Reading & Writing- ELEMENTARY)

School Board EMSB School /Centre Gerald Mc Shane School

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Objective


FRENCH READING: (ELEMENTARY) To improve French reading skills of all elementary school students. FRENCH WRITING: (ELEMENTARY) To improve French writing skills of all elementary school students

Number of students who are successful on the (minimum of 3 out of a scale of 5) elementary end-of-cycle reading examination. FRENCH WRITING: Number of students who are successful on the (minimum of 3 out of a scale of 5) elementary end-of-cycle writing examination

A 90% success rates in reading for all students enrolled in elementary schools in all 3 cycles FRENCH WRITING: To increase by 5%, in the four years of this agreement (2010-2014) the proportion of students who are successful on the end-of-cycle written examination for each of the three elementary cycles .

To improve French Reading skills of cycle 1 -3 students FRENCH WRITING: (ELEMENTARY) To improve the written French skills of cycle 2 and 3 students and to improve the written French skills of cycle 1To improve the written French skills of cycle 1 , 2 and 3 students

CAT IV Tests Benchmark assessment Term and end of year results FRENCH WRITING: Writing Assessment End of cycle 1, 2, 3 exam results Term and end of year results Assessment test School Success Plan: Appendix A where each student writes a piece in September and in June in French

Increase success rate in reading for of EOC 1, 2, 3 students reading at level by 3% FRENCH WRITING: To improve the written French skills of all students by one scale of competency within the year. (Use scales of competencies) Maintain success rate in French written skills for of EOC Cycle 2 and 3 students by 3% and to improve the French written skills of Cycle 1

EMSB Balanced literacy initiative Literacy workshops for teachers Literacy Centres Reading circles Guided reading School wide literacy project in French which include written texts presented to a targeted audience Students identify, read and write different types of text during the school year. Through PLC meetings teachers ensure that students are exposed to different texts by the end of cycle III(School Success Plan)

Literacy Facilitator/Resource teacher Literacy Center(Book Room) Language tutor Rosetta Stone MELS Literacy Workshops offered by different organizations Scales of Competencies TIC Specialist

20154-20165 Teachers will analyze and monitor the yearly benchmark assessment results All cycles teachers will monitor School Writing Assessment Test Results(Sept. and June). Teacher will monitor and analyze End of Cycle exam results and end of year school results

MELS/EMSB Goal 2: Improved Mastery of the English Language (English Reading & Writing- Elementary) School Board EMSB


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Objective


ENGLISH READING: (ELEMENTARY) To improve English reading skills of all elementary school students. ENGLISH WRITING: (ELEMENTARY) To improve the English written skills of all elementary school students.

Number of students who are successful (minimum of 3 out of a scale of 5) on the end-of-cycle written examination in the EMSB French immersion program for each of the elementary cycles. ENGLISH WRITING: The number of students who obtain a 3 out 5 on the End-of-cycle 3 ELA Evaluation Situation (ES) - writing component.

To increase by 5%, in the four years of this agreement (2010-2014) the proportion of students who are successful on the end-of-cycle written examination for each of the three elementary cycles . ENGLISH WRITING: To increase by 5% the success rate of students on the End-of-cycle 3 ELA Evaluation Situation (ES)

To improve English Reading skills of cycle 2 -3 students ENGLISH WRITING: To improve the written English skills of cycle 2 and 3 students

CAT IV Tests Benchmark assessment Term and end of year results ENGLISH WRITING: Writing Assessment End of cycle 2, 3 exam results Term and end of year results Assessment test School Success Plan: Appendix A where each student writes a piece in September and in June in English

Increase success rate in reading for EOC 2 and 3 students by 3% ENGLISH WRITING: Increase success rate in English written skills for EOC 2 and 3 students by 3%

EMSB Balanced literacy initiative Literacy workshops for teachers Literacy Centres Reading circles Guided reading ENGLISH WRITING: School wide literacy project in English which include written texts presented to a targeted audience Students identify, read and write different types of text during the school year. Through PLC meetings teachers ensure that students are exposed to different texts by the end of cycle III(School Success Plan)

Literacy/resource teachery Facilitator Rosetta Stone Levelled readers RAZ Kids ENGLISH WRITING: MELS Literacy Workshops offered by different organizations Scales of Competencies

20154-20165 Cycle 1, 2 and 3 teachers will analyze and monitor the Cat IV test results Teachers will analyze and monitor the yearly benchmark assessment results ENGLISH WRITING: All cycles teachers will monitor School Writing Assessment Test Results (Sept. and June). Teacher will monitor and analyze End of Cycle exam results and end of year school results

MELS/EMSB Goal 3: Improved Levels of Retention and Academic Success for Certain Target Groups (special needs)

School Board EMSB


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Objective


To increase the number

of students (within the

7-year cohort) identified

as having learning and or

behavioural difficulties

and the number of at-

risk students with an

Individualized Education

Plan (IEP) who will

graduate with a Diplôme

D’études Secondaires

(DES) and Diplôme

D’études

Professionnelles (DEP).

The number of students identified as having learning and or behavioural difficulties and the number of at-risk students with an Individualized Education Plan (IEP) who will graduate with a Diplôme D’études Secondaires (DES) and Diplôme D’études Professionnelles (DEP).

To increase by

5% the number

of students

identified as

having learning

and or

behavioural

difficulties and

the number of

at-risk students

with an

Individualized

Education Plan

(IEP) who will

graduate with a

Diplôme

D’études

Secondaires

(DES) and

Diplôme

D’études

Professionnelle

s (DEP) from a

baseline to be

established in

2010-11

Increase the English and French success rate of students identified as having learning and/or behavioral difficulties (at risk) or as having an Individualized Education Plan(IEP)

CAT IV Tests Benchmark Assessment Term and End of year school results

To increase the success rate of all students identified as having learning and/or behavioral difficulties (At risk students or as having an Individualized Education Plan-IEP) by at least 3% in English and French and increase the success rate in EOC Math exams by at 3%

Provide resource servicesin Grades 1, 2 Phonological screening in Kindergarten and cycle 1 Revision of IEPs 3 times per year and give recommendation section of assessment to teachers in August Recommendations/meeting between resource teachers and homeroom teachers in August CAT IV, EOC, Bench Marks Workshops for teachers, resource teachers and CCWs (Student Services Resources Network Meetings) PPT’s- interventions put in place as early as possible (pro-active approach) Resource teacher (Literacy component) models Balanced Literacy based strategies Analyze and discuss data and results in PLC meetings Differentiation when necessaryLinguistic Software

Language tutor Resource teachers Leveled readers Workshops (by Ped. services and Student Services) Rosetta Stone

20154-20165 Resource teachers and teachers monitor and analyze CAT IV test results Resource teachers and teachers monitor and analyze Benchmark Assessment results Resource teachers and teachers monitor and analyze end of year school results

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MELS/EMSB Goal 4: Healthier and Safer School Environments

School Board EMSB


Objective


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To reduce the percentage of elementary and high school students who

are victims of

bullying.

To increase students’ feelings of school safety

The percentage of elementary and high

school

students who are victims of

bullying as measured by

the Tell Them

From me (TTFM) Survey

The percentage of elementary

and high school

students who report

increased

feeling of school safety as measured by the Tell

Them From Me

(TTFM) Survey.

To reduce by 5% the percentage of elementary

and high

school students who

are victims of bullying.

To increase by 5%, elementary

and high school

students’ feelings of

school safety

Increase % of

students who feel safe in school Baseline:

97% Gr 4

76% Gr 5 91% Gr 6

Create healthy

interpersonal

relationships

Number of

incidents reported

“Tell Them

From Me” Survey looking

at bullying section

To increase

the number of students who feel safe in the school

by 3%

Delineate the play areas in

the school yard Involvement of Behaviour Tech. in the school yard

MVP award for student of the month focusing on the

monthly virtues Random Acts of

KindnessLeadership program

Lions Roar

Dynamix

Workshops for

students given by organizations such as

Dynamix, CLC

Behaviour

Tech.

Community

Involvement

“Tell Them From Me”

20154-

20165

Physical Education

teacher will monitor and analyze the results of the “Tell Them

From Me” Survey

MELS/EMSB Goal 5: Increased Enrolment of Students under 20 in Vocational Training

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School Board EMSB


Objective


To increase the number of new

registrants under the age of 20 in

Vocational Training.

Number of new registrants

under the age of 20 in

Vocation

Training.

To increase by 10%

within the next four (4)

years the

number of new

registrants under the

age of 20

using the baseline year

of 2007-2008 (208

students)

Increase number of presentations in regards to vocational training opportunities

Number of Opportunities

Increase the number of presentations in regards to vocational training opportunities

Educational and cultural outings Guest Speakers

SMS and ICOR Budgets Modeles Novateurs (AMSFA) Video-Conferencing Room at the school Mtl. Chamber of Commerce

2015-2016

Administration will monitor the number of Cultural and Educational Outings

SECTION 3: SCHOOL SUCCESS PLAN/MANAGEMENT& SUCCESS AGREEMENT

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SCHOOL SUCCESS PLAN Objective(s) 2014-2017

Objective

Indicators Target Strategies Resources Timeline Monitoring

Integration of technology in

the classroom with digital citizenship components the

next 3 years.

Develop reading and

writing competencies: read and write a variety of texts.

All cycle 2 and 3 students

will be exposed to one technology project.

Students recognize, read,

comprehend and create different types of texts.

Students are reading in

both English and French.

Students develop language competencies through the analysis of math situational

problems.

Cat IV Tests (cycle I) Benchmark/GB+ Assessment Term and End of Year

Exams School Results in

reading, writing and math problem-solving skills.

By June 2017, each cycle

will have completed one technology project.

By June 2017, students will

have been exposed to different types of texts (read and written).

By June 2017, students will

have improved their writing skills.

By June 2017, students will have improved their math problem solving skills.

Students will learn to

navigate the internet responsibly, be a

responsible citizen online

and use proper e-etiquette while completing an e-

project.

Students learn to identify,

use and create different types of texts to develop reading and writing

competencies.

Students learn to read, comprehend and solve at least two situational

problems per year by applying various math

concepts learned in class.

Atwater Library, technology

consultants

Missing Children’s Network

Digital Citizenship

Workshops

Storytellers and speakers

are invited to the school to present and give workshops to staff and

students.

A variety of books are purchased for the school library/classroom.

Students visit and use resources offered at the

library of the Maison Culturelle et

Communautaire de Montreal Nord.

Use GPI to track absences

2014-2017

Number of technology

projects

Students recognize, read,

comprehend, create different types of texts; Students are reading in

both English and French; Students develop language

competencies through the analysis of math situational problems.

Cat IV Tests (cycle I) Benchmark/GB+ Assessment Term and End of Year School Results in reading, writing and math problem-solving skills

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To monitor attendance of our at risk students

Gather data from absence cards

By June 2017 decrease cases of truancy by 50%

Secretary produces a report of absences on a weekly basis

Secretary calls home for all absences

Teachers notify office of

observations due to absences

Behaviour Technician contacts family to discuss

with parents

Document individual student absences and

strategies used

Monitor absence card and note progress

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Our Professional Development Plan: Preparing Our Staff 2015-2016 What we have to do as a school staff to prepare for implementing the interventions/strategies indentified for achieving our objectives. The school identifies its professional development needs.

OBJECTIVES

GRADE LEVELS & SUBJECT AREA

INTERVENTIONS/STRATEGIES REQUIRING PD

PD PLAN (ex. name of workshop, date PD will be offered, resources involved (human or

financial), etc.)

To improve the French reading skills of all Elementary Cycle 1 Year 1 student

To improve the rate of success in mathematics

To ensure that all students are learning at a higher level Short-term goals/objectives (2015-2016):

Practical use of the Progression of Learning

Differentiated instruction; PLC

Long-term goals/objectives:

Best teaching strategies/techniques; Evaluation; Standards and

Procedures Differentiated Instruction; Common editing correction code

Grade 1 and Grade 2

Grade 6 Math

ALL

Guided Reading

Mathematical Reasoning, and numeration

PLC/Data Teams

PSD Literacy Consultants to provide ongoing PD

starting September 2015

Improving Math Reasoning Skills and Numeration with Chad Leblanc(Math Consultant)

PLC workshops

Follow up data team meetings, in-school training, cluster consultants or subject-specific consultants

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Monitoring and Accountability Measures: Our Proposal for Improvement: From Challenges to Action

Orientation 1: Developing French and English Literacy to Help Students Succeed in all Subject Areas

Goal/Objective:

Develop reading and writing competencies: read and write a variety of texts.

Target:

By June 2016, students will have been exposed to different types of texts (read and written); By June 2016, students will have improved their writing skills. By June 2016, students will have improved their math problem solving skills.

Indicators of Success: See MESA Intervention(s): See MESA Monitoring: See MESA Evaluation:

Assessment of writing skills; (Appendix E/ Part A & B: Writing Assessment Test);

Analyze results in Math Problem Solving Cat IV Test results as per school board distribution schedule Benchmark/GB+ Assessment Levels per student Term and End of Year School Results by grade

Orientation 2: Building a Professional Learning Community

Goal/Objective:

Teachers improve teaching strategies/techniques and integrate the guidelines of the QEP.

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Target:

By June 2016, at least 65% of teachers will have requested release-time for professional development; By June 2016, all teachers will have improved in at least one area of teaching strategies/techniques according to their objectives; By June 2016, teachers are integrating the guidelines of the QEP more efficiently. By June 2016, all teachers (homeroom, resource and specialists) will meet in PLC teams.

Indicators of Success:

Teachers share their best teaching practices with each other through PLC meetings

Intervention(s):

15% of Professional Development Budget and AMSFA budget is allocated to release-time and workshop fees; Teachers seek professional development on Pedagogical Days; Teachers seek professional improvement by using expertise within the school; Teachers use personal time to schedule cycle meetings to share best classroom practices; Cycle teams will develop their Standards and Procedures; Teachers seek professional development through Ped. Services.

Monitoring: Record substitution requested for professional development and release-time for personal development within the school with the description of workshops and in-

service courses attended by teachers

Record scheduled PLC team

Evaluation: Teachers seek professional development Term and End of Year School Results in English, French, Math

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Orientation 3: Improve Academic Success for Special Needs Students Goal/Objective:

Increase English, French and Math success rate of students identified as having learning and or behavioural difficulties (At risk students) or as having an Individualized Education Plan (IEP)

Target: To increase the success rate of all students identified as having learning and or behavioural difficulties (At risk students) or as having an Individualized

Education Plan (IEP) by at least 3% in English and French and increase the average results in math by at least 3% by July 2016

Indicators of Success: Cat IV Tests Benchmark/ GB+ Assessment Term and End of Year School Results

Intervention(s):

Provide resource services in Grades 1 and 2 Revision of IEP’s per term Workshops for Teachers, Resource Teachers and CCW’s (Student Services Resource Network Meetings) Analyze and discuss data and results in cycle meetings and PPT meetings Resource Team meetings to discuss IEP’s and students at risk

Monitoring: Resource teachers and teachers monitor and analyze CAT IV test results Resource teachers and teachers monitor and analyze Benchmark/GB+ Assessment Results Resource teachers and teachers monitor and analyze end of year school results

Evaluation: Cat IV Tests results Benchmark/GB+ Assessment levels Term and End of Year School Results in English, French and Math

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Informing the School Community

Every month a Newsletter is sent to the parents of the students with information on events and activities taking place at the school. The school’s web page and Facebook page are regularly updated with information and pictures of school’s activities. The dates of the Governing Board meetings are announced so that parents can attend and ask questions.

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Resources Allocated to the School/Centre:

Orientation 1: Developing French and English Literacy to Help Students Succeed in all Subject Areas Students learn to identify, use and create different types of texts to develop reading and writing competencies; Students learn to read, comprehend and solve at least two situational problems per year by applying various math concepts learned in class; Materials are purchased; Authors, storytellers and speakers are invited to the school to present and give workshops to staff and students; A variety of books are purchased for the school library/classroom; Students visit and use resources offered at the library of the Maison Culturelle et Communautaire de Montreal Nord Digital citizenship type of activities.

Orientation 2: Building a Professional Learning Community

15% of Professional Development Budget and AMSFA budget is allocated to release-time and workshop fees; Teachers seek professional development on Pedagogical Days; Teachers seek professional improvement by using expertise within the school; Teachers use personal time to schedule cycle meetings to share best classroom practices; Cycle teams will develop their Standards and Procedures; Teachers seek professional development through Ped. Services.

Orientation 3: Improve Academic Success for Special Needs Students

Provide resource services in Grades 1 and 2 Revision of IEP’s per term Workshops for Teachers, Resource Teachers and CCW’s (Student Services Resource Network Meetings) Analyze and discuss data and results in cycle meetings and PPT meetings Resource Team meetings to discuss IEP’s and students at risk

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Support and Assistance Measures Available to the School/Centre:

Community Learning Centre Balanced Literacy RRM AMSFA MELS

Summary:

As all the stakeholders in the School/Centre Community work cooperatively together, supporting each other, we are able to achieve success for our students. Our commitment to success is of paramount importance as we implement, monitor and adjust the objectives we have outlined for our school this year. The professional development needs that are required are important to the achievement of these goals and are detailed in the School Professional Development Plan.

Signatories of the Agreement:

_______________________________ _______________________________ _______________________________

Director General EMSB Signature of Principal Signature of Governing Board Chair

__________________________ ___________________________ ____________________________

Date Date Date

Documents

Success Plan / Management & Educational Success Agreement