School Improvement Plan

Learning Goal #1

Ensure all SMS students acquire strong foundational skills specifically in numeracy.

Objectives:
a) By June 2021, 65% of Grade 7 students meeting or exceeding expectations on the Foundational Skills Assessment (Numeracy).

b) To close any gaps that exist in achievement between indigenous and non-indigenous students for this reading goal.

Rationale

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 in order to help us make sense of our world. Quantitative information refers to information that can be measured and expressed as an amount. This includes:

· having a sense of the magnitude of numbers

· using numbers in real-life situations · estimating amounts

· interpreting statistical information

· recognizing patterns

· determining probability

Spatial information refers to the physical location of objects or people, or the relationship between objects or people. This includes:

· understanding shape and space

· measuring time, weight, height or amounts

· determining location and direction

· interpreting and creating maps and schematic diagram

· visualizing shapes from different perspectives

Learning Goal #2

Ensure all SMS students acquire strong foundational skills, specifically in reading.

Objectives:

a) To improve the reading achievement scores students by 10% for those students who are not meeting grade level expectations.

b) To close any gaps that exist in achievement between indigenous and non-indigenous students for this reading goal.

Rationale

  • Despite the work of the elementary Literacy Intervention Teachers, many students are well below grade level according to PM Benchmarks and the Wechsler when they arrive at SMS. These include transient students, who were not in SD 83 to participate in the intervention in grade 1. Further support is required for their overall success through the middle years.
  • This year Shuswap Middle School had 0.143 FTE of teacher time allotted for Leveled Literacy Intervention. This teacher time resulted in some changes to the program, such as graduation level (students “graduated” from the LLI program grade 4 reading level achieved). This position included scheduling of students and support staff, reading assessments for all students as well as data collection and analysis. The program was inclusive to grades 6 -7 and included IEP students. The program helped 33 students throughout the school year.

Learning Goal #3

To ensure all SMS students develop a strong, positive, sense of belonging to SMS based in the

guiding principles that learning is relational (focused on connectedness, reciprocal relationships and a sense of place).

Rationale

  • June 2019 data showed that we had __ (Christel will supply this # on last day of classes) students who had missed a total of 25 or more days during the 2018-2019 school year
  • June 2018 data showed that we had 82 students who had missed a total of 25 or more days during the 2017-2018 school year
  • Teachers and administration would like to see a significant decrease in student absences in order to improve student success