Pinetree Secondary School District #43 Action Plan Summary
Pinetree Secondary School in Coquitlam, BC, is dedicated to preparing students for success in a diverse and rapidly changing world. The school offers a supportive learning environment with a wide range of programs, including Honours, Advanced Placement, Fine Arts, and Technology courses. The community partnerships and parent involvement contribute to the school's excellence. Graduation and transition rates show positive trends, but there are challenges in maintaining class composition due to gender imbalances.
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Pinetree Secondary School School District #43 Action Plan for Learning Secondary School Level June 2014 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
School and Community Context We have a culturally diverse population, and also welcome International students from different parts of the world. Honours and Advanced Placement courses provide opportunities for academic enhancement and excellence. Pinetree offers a large number of exciting elective programs with a wide range of Fine Arts and Technology courses. In particular this year, the Drama department won accolades at a provincial Shakespeare festival. Our music department continues to flourish attracting high enrollment in each grade. Pinetree students continue their strong tradition of excellence on Regional, Provincial, National, and International Mathematics Contests! Pinetree also has a unique timetable as it is custom made to accommodate the needs of its students for learning opportunities at different times of the day. 3
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. Home Douglas College Home 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 supportive of our goals. 4
Graduation and Transition Rates Overall Trends Over Recent Years % of Grade 12 Students Eligible to Graduate who Graduate A slight increase from 95% (2008/09) to 96% (2012/13) % of First-Time Grade 12 Students who Graduate Steady from 83% (2008/09) to 83% (2012/13) 5
Data Analysis Females have stronger graduation rates. There are more males at Pinetree, which significantly skews our school s statistics (e.g. 60% of the grade 10 class is male; 56% of the grade 9 class is male). The increasing number of males poses challenges for class composition and instruction. 6
Graduation and Transition Rates continued 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 2013/2014 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 strategies and metacognitive awareness. Rationale for Objective 1 There are several reasons why reading is important for students: 1. Students who read tend to be more creative and have higher achievement rates in school and college. 2. People who read participate more fully as citizens (i.e. voting). 3. Reading skills are necessary for the development of critical thinking skills. Sofsian, Damian. (2006, November 09). The Importance Of Reading. EzineArticles. Retrieved May 05, 2008, from http://ezinearticles.com/?The-Importance-Of- Reading&id=354498 8
Goal #1 Reading Comprehension Students will improve their literacy skills by focusing on reading strategies and metacognitive awareness. 9
Data for Goal 1 A baseline was established in October 2013 when 232 Grade 9 students completed reading assessment tasks based on a Health and Career Education 9 (HCE 9)reading involving a situation where a student had to make a choice about using crystal meth at a party. October 2013 Reading Assessment Results Comprehension Analysis Not within Expectations 10% 6% Meets Expectations 26% 28% Fully Meets Expectations 36% 36% Exceeds Expectations 28% 30% Synthesis 13% 36% 36% 15% 10
Analysis In the comprehension section of the test, 90% of the students were able to present main points and details in a list or graphic organizer. The students showed strong skills in making inferences in the analysis section, with 94% meeting or exceeding expectations. In the challenging synthesis section, students applied information from the readings and real life experiences to offer responses to problems; 85% of students met or exceeded expectations. Overall, we were impressed with how seriously the students attended to the tasks, with many providing authentic, thoughtful, and detailed responses. A high number of students opted to complete an additional non-graded feedback/ self-assessment page. 11
To raise metacognitive awareness In consultation with English 9 teachers, Mrs. Browne and Ms. Ikeda met with English 9 classes before the end of the first semester. In groups, students examined exemplars of excellent responses from the October reading assessment. In the class sharing session, students discussed the qualities of the best responses and how to employ reading/ test taking strategies. 12
Goals Affective: We wanted to praise the students for their efforts on the first assessment and encourage them to approach tests with confidence. Achievement: We hoped that by sharing exemplars of excellent answers, student results might improve in the second reading assessment. 13
January 2014 Reading Assessment Results Grade 9 students attended a Green Thumb Theatre production on cyberbullying during exam week in January. As part of the follow- up, 239 students completed an HCE 9 reading on cyberbullying. January 2014 Grade 9 Reading Assessment Results Comprehension Analysis Synthesis Not within Expectations 10.50% 7% Meets Expectations 31% 30% Fully Meets Expectations 23% 39% Exceeds Expectations 35% 24% 14% 35% 45% 9% 14
Comparing the two reading assessments October 2013 Reading Assessment Results Comprehension 10% 26% 36% 28% Analysis Synthesis Not within Expectations Meets Expectations (Minimal level) Fully Meets Expectations Exceeds Expectations 6% 28% 36% 30% 13% 36% 36% 15% January 2014 Grade 9 Reading Assessment Results Comprehension 10.50% 31% 23% 35% Analysis Synthesis Not within Expectations Meets Expectations (Minimal level) Fully Meets Expectations Exceeds Expectations 7% 30% 39% 24% 14% 35% 45% 9% We were pleased with the seriousness with which the students approached the task; they had to come in during provincial exam week specifically to participate in these HCE 9 / APL reading assessment tasks. (Only five students were unable to attend; the HCE 9 teacher commented that it was the best attendance ever.) The students saw the value of having their assessment on a relevant topic, connected to a thoughtful drama performance (which was a pre- reading activity). The results remained steady across the board, with many students attempting to use the strategies presented in their classes. 15
May 2014 Reading Assessment Results Two hundred and twenty-eight Grade 9 students read an article on the effects of stress on teenagers and how to cope with it. May 2014 Reading Assessment Results Comprehension 10% 33% 31% 26% Analysis Synthesis Not within Expectations Meets Expectations (Minimal level) Fully Meets Expectations Exceeds Expectations 9% 31% 41% 19% 8% 47% 33% 9% 16
Analysis of May Assessment Overall, 90% of students met, fully met, or exceeded expectations in comprehension, 91% in analysis, and 92% in synthesis tasks. Student interest in the topic and commitment to the tasks were strong; several students asked for a copy of the reading text on dealing with stress because they said they found it helpful and relevant to their lives. 17
Comparing the three reading assessments October 2013 Reading Assessment Results Comprehension 10% 26% 36% 28% Analysis Synthesis Not within Expectations Meets Expectations (Minimal level) Fully Meets Expectations Exceeds Expectations 6% 28% 36% 30% 13% 36% 36% 15% January 2014 Grade 9 Reading Assessment Results Comprehension 10.50% 31% 23% 35% Analysis Synthesis Not within Expectations Meets Expectations (Minimal level) Fully Meets Expectations Exceeds Expectations 7% 30% 39% 24% 14% 35% 45% 9% May 2014 Reading Assessment Results Comprehension 10% 33% 31% 26% Analysis Synthesis Not within Expectations Meets Expectations (Minimal level) Fully Meets Expectations Exceeds Expectations 9% 31% 41% 19% 8% 47% 33% 9% 18
Reflections on Goals: Affective: Overall, students demonstrated positive attitudes to the reading assessments, used strategies they had practiced in English classes, and took time to complete the tasks fully. We were pleased to see them approach these tests with less apprehension. Achievement: The majority of students results remained consistent from January to May. We thought they might go up, but the final overall average was the equivalent of a B and the final analysis and synthesis tasks were more demanding. 19
How this will inform instruction: We must teach students how to read questions to understand what they are being asked to do and to structure their responses appropriately. We must continue to provide exemplars and teach explicit reading strategies cross- curricularly. We must continue to praise students for their efforts and encourage them to approach tasks confidently after they have practiced using strategies. 20
Examining Students Over Time: Using APL 2013 Data Data Item #1:Last Year s Gr. 9 Reading Assessment Results (Semester 2 Spring 2013) Pinetree Secondary School Reading Assessment (May 2013) 100.0 90.0 80.0 Grade 9 students (%) 70.0 Does Not Meet Expectations Minimally Meets Expectations Fully Meets Expectations Exceeds Expectations 60.0 50.0 40.0 30.0 20.0 10.0 0.0 Summarizing Inferencing Analyzing Specific Trends: 53% of Gr. 9 students fully met or exceeded expectations in terms of SUMMARIZING. 36% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES. 44% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS. 21
Data Item #2: Comparing Last Year s Grade 9 APL scores with This Year s first semester English 10 final marks (158 first semester Grade 10 students ) Grade 10 Final marks blended school and provincial exam marks (Jan. 2014) 30% 25% 20% 15% 10% 5% 0% Grade 10 Final Marks A B+ B+ C+ C/C- F The Trends demonstrate that most students improved: A students 36% improved B+ 84% improved B 80% improved C+ 66% improved 11% went down C/C- 33% improved 23% went down F No change No change 22
Reflections on Learning Improvement Fund (LIF) model in conjunction with the literacy goal, 2013-14: LIF funds in the 2013-14 school year provided additional staffing (i.e. a support teacher) to work with the two English 9 classes, the composition of which included a number of identified students who struggled with literacy skills. This year s APL results confirm that these identified students are the lowest performing students. Their results remained consistently low in all three assessments. Nevertheless, the teacher who for the past few years taught a separate designated class of identified students, believed that this year s model was superior. The integration of these students into a regular class was better for both the identified students and for the teacher. The affective result was positive with greater student self-awareness. Confidence rose even if achievement was low. (Tanya Dissegna) 23
School Action Plan As a result, we recommend that this LIF model continue next year: an experienced teacher with an aptitude for working with the lowest achievers should work with/support these students and their teachers in regular classes. WILL RE-APPLY FOR 2014 / 2015 24
School Action Plan Additional initiatives to support literacy at Pinetree Secondary 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 encourage silent reading at least twice a month in homeroom classes. 25
Curren/Past Practice ... School Action Plan Additional initiatives to support literacy at Pinetree Secondary How have we enhanced student learning and supported literacy across the curriculum? Working with Planning 10 teachers on a health issues research unit, the teacher-librarian teaches Planning 10 students how to analyze internet sites critically (i.e. information literacy), summarization skills for Prezi or powerpoint presentations, and how to use information ethically. i.e. Works Cited. 26
Curren/Past Practice ... School Action Plan Additional initiatives to support literacy at Pinetree Secondary How have we enhanced student learning and supported literacy across the curriculum? Working with the majority of Science 9 teachers, the teacher-librarian reinforces a reading strategy with Science 9 students using articles on current reproductive technologies. After a read-aloud, students practice highlighting main ideas and annotating the text of their assigned articles. 27
School Action Plan for next year To promote and support literacy at Pinetree, we recommend the following: Send a letter* before the end of the school year to parents of outgoing grade 9 students to provide an update on the strategies and skills emphasized in the APL testing as well as encouraging parents to support their children s summer reading (i.e. to maintain their skills). Provide links to public library resources and recommended titles on the Pinetree Library website. (* Send the letter electronically if parents have provided an email address to the school.) The two teachers responsible for the APL this year should meet in September with the designated English 10 teachers for the 2014-2015 school year to provide information about the group of students moving into grade 10 classes. This will encourage transference and meta-cognitive awareness for students recognition of skills and strategies that spiral/carry-over (e.g. applying skills practiced, following directions, being prepared, building confidence). If time permits due to decreased allocated time for library, the teacher-librarian will continue to work with grade 10 classes in Science and Social Studies - in addition to integrating literacy skills with the HCE 9 and Planning 10 lessons. APL assessment topics should be strongly linked to ILO s in HCE 9 curriculum and Planning 10 curriculum. Re-apply for LIF support funding for teacher release-time for collaborative meetings, assessment-design sessions, and/or attendance at external literacy- related workshops. Referencing practices/theory from recent research: Ways to Support Thinking About Learning (Sharon Jerowski) 28
School Action Plan for next year How will we provide for staff development and collaboration? The person responsible for the APL next year will become a member of the Pro-D Committee next year (if one exists) to ensure that literacy goals are supported. How will we involve parents? To raise awareness and to increase support for the promotion of literacy, the person responsible for the APL next year should meet with the members of the School Planning Council (SPC) and two Parent Advisory Councils at Pinetree. How will we monitor and adjust our plans? The person responsible for the APL next year will provide updates and opportunities for input at staff meetings and and/or on Pro-Days. 29
Contributions and Credits APL Program Facilitators (Literacy) Nancy Browne and Leslie Ikeda APL (Literacy)Consultation Members Mike Cook, Tanya Dissegna, Sue Louie, Bruce Richards PSRA Administration and Invigilation Mathematics- and Physical Education- Department APL Facilitators (Social Responsibility) Meena Dhillon and Sharon Starr School Leadership Team Program Facilitators School Administration John McCullough, Cheryl Woods, and Mike Slinger 30
