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Pinetree Secondary SchoolSchool District #43
Action Plan for Learning
Secondary School Level
June 2011
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Pinetree Secondary School3000 Pinewood Avenue, Coquitlam, BC
MISSION STATEMENTWorking 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.
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School and Community Context
• Athletic programs and coaches among the best in the province. Congratulations to the Senior Badminton Team on their 2nd 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.
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Community Partnerships and Parent InvolvementPinetree 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.
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Graduation and TransitionRates
Overall Trends Over Recent Years …
% 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)
Pinetree Secondary SchoolElligible Grade 12 Grad Rate
(Source: Ministry of Education)
84
86
88
90
92
94
96
98
100
2005/06 2006/07 2007/08 2008/09 2009/10
% o
f S
tud
en
ts
Elligible Grade 12 GradeRate All Students
Elligible Grade 12 GradeRate Female
Elligible Grade 12 GradeRate Male
Pinetree Secondary SchoolFirst-Time Graduation Rate
(Source: Ministry of Education)
65
70
75
80
85
90
95
2005/06 2006/07 2007/08 2008/09 2009/10
% o
f S
tud
en
tsFirst-Time Grade 12 GradeRate All Students
First-Time Grade 12 GradeRate Female
First-Time Grade 12 GradeRate Male
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Graduation and TransitionRates cont …
Trends Over Recent Years …[Source: Ministry of Education]
Aboriginal Students% of Grade 12 Students Eligible to Graduate Who GraduateNo Change from 100% (2003/04) to 100% (2007/08)
% of First-Time Grade 12 Students who GraduateDecrease from 89% (2003/04) to 86% (2007/08)
** Note – Data for 2009/2010 is currently unavailable.
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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 1There 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/?The-Importance-Of-Reading&id=354498
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Current Data for Goal 1Classroom Assessments Based on
Teacher Judgment*Grade 9 English Classes - Semester 2 (2009-2010)
# at each level
Not Yet Meeting
Meets (Minimal Level)
Fully Meeting
Exceeding
All Students 5 56 84 49
Female 2 11 29 25
Male 3 37 44 15
Aboriginal MSK MSK MSK MSK
ESL 4 6 5 7
n=194; Aboriginal n=3; ESL n=9 Note: All Students includes ESL and Aboriginal students
*Using “Reading” as Criteria
Participation rate: 57%
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Current Data for Goal 1Classroom Assessments Based on
Teacher Judgment*Grade 9 English Classes - Semester 2 (2010-2011)
# at each level
n=134; Aboriginal n=12; ESL n=5 Note: All Students includes ESL and Aboriginal students
*Using “Reading” as Criteria
Participation rate: 41%
Not Yet Meeting
Meets (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 -
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Current Data for Goal 1 cont…
School-Based AssessmentReport Card Marks (End Reporting Period - April 2011**)
** NOTE -- Sem 1 (2010/2011) and Sem 2 (2010/2011) marks obtained from BCESIS
26.2
37.4
13.69.9 9.2
4.1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
A B C+ C C- F
Letter Grades
% o
f G
r. 9
Stu
de
nts
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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…”
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Current Data for Goal 1 cont…Cross-Grade Assessment
Pinetree Secondary Reading Assessment (Semester 1 – 2010/2011)
Specific Trends:59% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS41% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES31% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS
Pinetree Secondary Reading Assessment Results from Oct 2010
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Summarizing Inferencing Analyzing
% o
f G
r. 9
Stu
den
ts
Does Not Meet Expectations
Minimally Meets Expectations
Fully Meets Expectations
Exceeds Expectations
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Evidence of ChangeBASED 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 SUMMARIZATIONS50% of Gr. 9 students fully meet or exceed expectations in terms of making INFERENCES50% of Gr. 9 students fully meet or exceed expectations in terms of making CONNECTIONS
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School Action PlanGeneral 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 student’s 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
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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.
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School Action Plan cont…How have we enhanced student learning and supported literacy on a school-wide level?
Literacy Enhancement Activity #1PACK 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 student’s ability to make INFERENCES and conduct ANALYSIS.
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School Action Plan cont…How have we enhanced student learning and supported literacy on a school-wide level?
Literacy Enhancement Activity #2PACK 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 Bloom’s Taxonomy as a frame of reference.
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School Action Plan cont…How have we enhanced student learning and supported literacy on a school-wide level?
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 EXCEEDS- EXPECTATIONS at the Gr. 9 Level.
Literacy Enhancement Activity #3
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.
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Evidence of Change cont…Cross-Grade Assessment
Pinetree Secondary Reading Assessment (Semester 2 – 2010/2011)
Specific Trends:55% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS47% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES52% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS
Pinetree Secondary Reading Assessment from May 2011
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10.0
20.0
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40.0
50.0
60.0
70.0
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90.0
100.0
Summarizing Inferencing Analyzing
% G
r. 9
Stu
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nts
Does Not Meet Expectations
Minimally Meets Expectations
Fully Meets Expectations
Exceeds Expectations
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Evidence of Change cont…Compare/Contrast
Summarizing From 55% to 45% for “Fully Meets” From 4% to 10% for “Exceeds”
GOAL - “70% Fully Meets/Exceeds”
Inferencing From 35% to 31% for “Fully Meets” From 7% to 16% for “Exceeds”
GOAL - “50% Fully Meets/Exceeds”
Analyzing From 28% to 38% for “Fully Meets”
From 3% to 14% for “Exceeds”
GOAL - “50% Fully Meets/Exceeds”
Pinetree Secondary Reading Assessment from May 2011
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40.0
50.0
60.0
70.0
80.0
90.0
100.0
Summarizing Inferencing Analyzing
% G
r. 9
Stu
de
nts
Does Not Meet Expectations
Minimally Meets Expectations
Fully Meets Expectations
Exceeds Expectations
Pinetree Secondary Reading Assessment Results from Oct 2010
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Summarizing Inferencing Analyzing
% o
f G
r. 9
Stu
de
nts
Does Not Meet Expectations
Minimally Meets Expectations
Fully Meets Expectations
Exceeds Expectations
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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 ILO’s in HCE 9 curriculum
Referencing practices/theory from recent research:
• Ways to Support Thinking About Learning (Sharon Jerowski)
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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, Goal-setting, Action-Plan Development, and Implementation Strategies) Feedback and Group Input for staff during Pro-D days and General Staff Meetings
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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 MembersProgram Facilitators
• Pinetree Secondary Reading Assessment (PSRA) Design Team Debbie Bouska, Leslie Ikeda, Sue Louie
• PSRA Administration and InvigilationMathematics- and Physical Education- Department
• Literacy Enhancement Activities Design/Assessment GroupDebbie Bouska, Leslie Ikeda, Amy Huang, Ruby Law
• Implementation of District-Wide Reading Assessment English Department
• Pinetree Secondary Pro-D Committee Co-ChairsLeslie Ikeda, Yvonne Chan
• School AdministrationJohn McCullough, Jon Dingle, Jon Bruneau
*UBC Student-Teachers