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.
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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 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.
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
Overall Trends Over
Recent Years …
% of Students
96
Elligible Grade 12 Grade
Rate All Students
94
Elligible Grade 12 Grade
Rate Female
92
90
Elligible Grade 12 Grade
Rate Male
88
86
% of Grade 12 Students
Eligible to Graduate who
Graduate
 from 98% (2005/06) to
95% (2009/10)
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
% of First-Time Grade 12
Students who Graduate
↔ 86% (2005/06) to 86%
(2008/09)
84
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
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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.
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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 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/?The-Importance-OfReading&id=354498
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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)
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
Meets
n=194; Aboriginal n=3; ESL n=9
Note: All Students includes ESL and Aboriginal students
*Using “Reading” as Criteria
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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
18
34
55
27
4
15
34
12
14
19
21
15
Aboriginal
3
8
1
-
ESL
2
1
2
-
All Students
Female
Male
Meets
n=134; Aboriginal n=12; ESL n=5
Note: All Students includes ESL and Aboriginal students
*Using “Reading” as Criteria
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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
9.9
10.0
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
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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)
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
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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
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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 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 #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 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 #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 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?
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.
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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
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Evidence of Change cont…
Compare/Contrast
Pinetree Secondary Reading Assessment Results from Oct 2010
100.0
Summarizing
From 55% to 45% for “Fully Meets”
From 4% to 10% for “Exceeds”
GOAL - “70% Fully Meets/Exceeds”
80.0
% of Gr. 9 Students


90.0
70.0
Does Not Meet Expectations
60.0
Minimally Meets Expectations
50.0
Fully Meets Expectations
40.0
Exceeds Expectations
30.0
Inferencing


20.0
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
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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 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
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Pinetree Secondary School School District #43 (Coquitlam)