Learning Goal #1

Vision for our Students:

To ensure all SMS students acquire strong foundational skills in numeracy.

This year:

1. a) By June 2021, 65% of Grade 7 students meeting or exceeding expectations on the Foundational Skills Assessment (Numeracy).
2. b) To close any gap that exist in achievement between Indigenous and non-Indigenous students.

2021/2022:

1. A) by May 2022, 80% of Grade 7 students meeting or exceeding expectations on the FSA (Numeracy).
2. B) to close any gap that exists in achievement between Indigenous and non-Indigenous students.

Information is gathered from: FSA Numeracy data and feedback; district SNACC assessments.

Vision for our Educators:

Educators use a variety of strategies/manipulatives to support student understanding of concepts within a professional community of collaboration. This on-going active participation in teams will involve purposeful planning for maximizing student achievement and understanding.

Rationale

Numeracy

A numerate individual has the confidence and awareness to know when and how to apply quantitative and spatial understandings at home, at school, at work or in the community.

Every day we are presented with quantitative or spatial information that needs to be interpreted and used to help us make sense of our world.

Grade 7 FSA (3 Year Result Trend)

Numeracy Results:

An average of 60.63% of students meeting or exceeding expectations.

Fall SNACC

Areas of Challenge

Grade 6

• Fall: Area/Perimeter, Fractions/Decimals, Multiplication/Division, Word problem strategy/answer

Grade 7

• Fall: Decimals, Ratios, Fractions, Factors/Multiples, Percentages, Word problem strategy

Grade 8

• Fall: Equations, Integers, Proportional Reasoning, Ratios, Word problem strategy and answer

Learning Goal #2

Vision for our Students: To ensure all students develop a positive sense of belonging to SMS focused on connectedness, reciprocal relationships, and a sense of place.   a)      To have 60% of the students report a positive sense of belonging at SMS. To have 50% of students report a positive school climate exists at SMS. b)      To enhance the quality of relationships that students have with adults they interact with at SMS. c)       To address and remedy inequities that may exist in the sense of belonging between indigenous and non-indigenous students at SMS.

Vision for our Educators:

To re-establish a staff committee to engage in the planning and implementing school-wide plan to promote a sense of positive belonging and joy of learning within a positive school climate.

Rationale

 Belonging

Feeling a sense of connectedness to family, peers, school, and community is one of the most important assets for a child’s well-being, health, and success in life (Masten, 2018; Thomson et al., 2018).

Research shows that children with positive peer relationships feel better about themselves, experience greater mental health, are more prosocial and perform better academically (Wentzel, 1998).

Belonging Research Highlights MDI-Companion-Guide-2021.pdf (discovermdi.ca) MDI Companion Guide Feeling a sense of connectedness to family, peers, school, and community is one of the most important assets for a child’s well-being, health, and success in life (Masten, 2018; Thomson et al., 2018).   Research shows that children with positive peer relationships feel better about themselves, experience greater mental health, are more prosocial and perform better academically (Wentzel, 1998).   A single caring adult, be it a family member, coach, teacher, an elder, or a neighbour, can positively influence a child’s life and promote resilience (Werner, 2004).   Children’s life satisfaction is related to their sense of belonging with peers and their supportive relationships with adults even more so than family income or personal health (Gadermann et al., 2015; Oberle et al., 2014). This is true across cultures (Emerson et al., 2018).   For children, connectedness to land, language, and culture also can play a key role in encouraging a strong and healthy sense of identity (First Nations Information Governance Centre, 2016).   School Climate National School Climate Council https://schoolclimate.org/school-climate/ School climate refers to the quality and character of school life. School climate is based on patterns of students’, parents’ and school personnel’s experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. This climate includes: • Norms, values, and expectations that support people feeling socially, emotionally, and physically safe. • Students, families, and educators work together to develop, live and contribute to a shared school vision. • Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.   Process Staff committee activities and work sessions : Established a staff committee to plan and implement and anticipate a  school-wide culture and climate recovery efforts/plan. Data Collection & Results Collectively explore school climate & belonging theory research to draft and updated Goal #3, including objectives, in preparation for 2021-2022 recovery efforts/plan