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On the Path of Continuous Improvement

2014-2015

Rocky Mountain School District 6Achievement Contract

DRAFT – Final Plan will be submitted in September following Board approval

Achievement Contracts

The School Act requires each Board of Education in British Columbia to prepare and submit to the Minister of Education an Achievement Contract with respect to student performance and plans for improving achievement.

District Achievement Contracts are a public commitment made by the Board of Education to improve success for each student in the District. The contracts ensure that all districts are engaged in continuous improvement.

Each Achievement Contract is a three-year plan, updated annually, and is the basis for the annual Superintendent’s Report on Achievement to the Board of Education. Achievement Contracts outline a district’s goals for the improvement of student success, describe strategic actions, and identify how the District will monitor progress and make adjustments to improve results.

Ministry Achievement Contract Guidelines: http://www.bced.gov.bc.ca/schools/sdinfo/acc_contracts/achievement-guidelines-15.pdf

• We are beginning our first year of the three year cycle of this contract. • This contract is a piece of a long view toward 100% graduation by the class of 2024 as the end in

mind.• Our District approach is to align our processes for target setting, decision-making, and monitoring

success. We rely on quality school-based planning for improving student success. • School Plans for Student Success are created annually toward all students meeting their individual

literacy targets and any curricular, engagement, culture or other goals that schools determine are important for their students.

• The improvement planning processes at the school level are designed to be seamless with consultative school organization, school-based budgeting, and the Learning Improvement Fund processes.

• There is a growing connection between school and district planning processes and between improvement planning and staff development planning at all levels.

• We have completed a comprehensive Learning Services Review and the findings are an important driver for the Achievement Contract.

• We coordinate our work with our community and regional partners.

The Achievement Contract

Increase graduation success

Improve K-12 LiteracyClose Aboriginal

Achievement Gap

Mandated Goals

Increase enrolment in skills & technology training

Rocky Mountain School District 6 Achievement Contract2014-2015

On the Path of Continuous Improvement

Looking back:

▪ Achievement trend

Rocky Mountain School District ▪About our District

Capacity buildingStaff development Plan:▪ RTI model▪Differentiated Instruction▪ social-emotional development assessment & intervention▪ Supervision For Learning▪ Literacy & Numeracy instruction including SMART, CR4YR, Numeracy screening)▪ Collaborative grantsStrengthening process/structures:▪Literacy targets▪ RTI based planning ▪Aboriginal Education Enhancement Agreement▪Classroom embedded learning services (SLP, Counselling, LAT, etc.)▪Case management-Data & Information coaching▪Learning Technology Plan▪Skills & Technology planning team

Setting the Course Strategic Priorities:▪Response To Intervention (RTI) foundation for all education staff▪ Integrated learning services▪ Support for social-emotional development needs▪Language development focus▪Multi-age approach▪Capacity for data use to inform decisions & action▪Capacity for collaborative practice

Current Year TargetsGoals for June 2015▪ Meeting expectations in literacy: All - 85%, Ab-70%, Cat Q-32%, Cat H/R – 38%, ▪ 2015 grad cohort Graduation Success: All - 99% Dogwood, 1% EvergreenAb- 100% Dogwood, 1% Evergreen▪establish baseline participation in skills & technology programs; create skills & technology planning team With Us on Our

Journey▪ Parents▪ Ministry of Education-Regional partnerships▪ Key community partners

Communication▪Monthly Learning Leadership Report▪ Superintendent’s Report on Achievement▪ Mid-year report on Achievement▪ Feedback to schools▪ Student Success Celebrations

Goal: in the distance but in our sights: ▪ Class of 2024:100% 6 yr graduation success in the ratio of Dogwood and Evergreen diploma programs appropriate for the cohort.

Looking ahead:▪ Vision: Every student in RM will graduate with dignity, purpose, & options

 

Seeing the SignsGaps in achievement:▪Aboriginal students▪Students with learning disabilities▪Students with social-emotional development needs 

Link to full Achievement Contract online:

http://bit.ly/SD6AchievementContract2014

 

 

Data markers▪ On Track score for current cohorts▪ Foundation Skills Assessment▪ PM Benchmarks Reading assessment▪ Provincial exams▪ Individual targets for 2014-2015  

Research pointing the way▪ Synthesis of key guiding research:▪Success in Literacy▪ Success in Numeracy▪ Regular Attendance

A key tool▪ Rocky Mountain Learning Analytics System

Note: Provincial FSA results for 2013-2014 not available at time of completion of Achievement Contract

Increase Graduation Success

Close Aboriginal Achievement Gap

Improve K-12 Literacy

2024 Grad Cohort – 100% Success Rate2015 Grad Cohort- 99% Dogwood, 1%

Evergreen Class of 2015-

100% Dogwood, 0% Evergreen

70% Meeting Expectations in Literacy in 2014-2015

85% Meeting Expectations in

Literacy in 2014-2015

Increase Participation in Skills & Technical TrainingEstablish baseline 2014-2015

Achievement Goals

What is the target for this student? What do we intend

this student to achieve in literacy (Reading, Writing & Oral

Language) by the end of the coming school year: meeting

grade level outcomes?adapted outcomes?modified outcomes?

Is this student on an appropriate path toward a Dogwood or

Evergreen diploma?

Setting Individual Literacy Targets

Modified Outcomes? How are

we planning for independence toward

transition to community with an Evergreen diploma?

Achieve widely held objectives for grade level? Which students

will or may need support to meet

expectations? Who may need additional

challenge?

… planning must

therefore begin with

a deep

understanding of

what each student

already knows and

can do, and how the

instruction is aimed

at increasing the

progress and levels

of achievement for

each of the

students. The

primary concern is

to add value for all

students, wherever

they start from, and

to get all students to

attain the targeted

outcomes

-Hattie, 2012

Adapted Outcomes (working toward grade level)? If these students are to be on a Dogwood grad path what is the plan (how and when) for them to get to the level of achievement they will need?

Planning From Individual & Aggregated Targets

Co-planned, co-delivered instruction & services with tiered intervention

Aggregated Individual Targets for Graduation Rates

Targets for Participation in Skills & Technical Training

Targets:

• Baseline of participation in secondary skills and technical training courses and programs established

• Structure created (team and forum) for planning for skills and technical learning k-12

Monitoring the Signs for Individual Students and Cohorts on the Path From K to Graduation

…and other markers significant to individual schools and district teams

District Developed Measures and Scores

Assessment & Other data

Success in Grade 10 English & exam

Passing En & Ma 8 and attending >80%

Meeting expectations for Reading, Writing,

Numeracy on Gr 7 FSAReading at end

of Grade 3

Meeting expectations for Reading, Writing, Numeracy on Gr 4

FSA

6 Year Grad rates

K Early Development Indicator (EDI)

Criteria:Meeting expectations on report card for Reading, Writing, Oral Language for

primary (k-3)C- or better on report card for Reading, Writing, Oral Language at Grade Level for

Intermediate (Grade 4-7)C- or better on report card for English at Grade Level for Secondary (Grade 8-12)

AND• Meeting expectations on report card for Math for primary (k-3)• C- or better on report card for Math at Grade Level for Intermediate (Grade

4-7)• C- or better on report card for Math at Grade Level for Secondary (Grade 8-

12)AND

• 80% or better attendance

t.

“On-Track” Monitoring

Seeing the Signs: 2013-2014 Achievement &Trends

Identified Gaps in Achievement:

• Aboriginal students

• Students with Learning Disabilities

• Students with social-emotional development needs

Every student in Rocky Mountain School District will graduate with dignity, purpose, and options.The class of 2024 will have 100% graduation success in the appropriate proportion of Dogwood and Evergreen diplomas

based on the needs of the cohort.

Increasing achievement of individual student Literacy TargetsIncreasing the “On-Trackness” of each cohort Reducing the gap between All students and Aboriginal students, students with learning disabilities, and students with social-emotional

development needs on key success measures

Increasing student engagement with learning and with school communityIncreasing responsiveness of learning supports to individual and changing needsIncreasing student efficacy (confidence & skills) in Literacy Increasing student efficacy (confidence & skills) in Numeracy Increasing student sense of safety & belonging Increasing participation in skills & technology opportunities

Strengthening Response to Intervention (RTI) based planning Embedding learning services in the classroom Adopting and enacting Aboriginal Enhancement AgreementSupporting multi-age classroomsStrengthening case management (including categories Q, H, R)Creating District Learning Technology Plan Implementing Shared Responsibility Framework for monitoring and providing feedback and support related to key processes and plans over the yearEstablishing district process for assessing social-emotional developmentImplementation of Numeracy assessment Establishing district team for Skills & Technology planning

 

Ensuring all educational staff understands the Response To Intervention (RTI) frameworkBuilding capacity for co-delivery of learning supports (Differentiated Instruction, Universal Design For Learning, Specialist support,

technology) Providing pro-d on language development (Reading, Writing, Oral Language): Smart, CR4YR, Book clubs, reading assessment training)Protocol training for district assessmentsContinuing Collaborative grants with a focus on impactBuilding capacity for data use to support decision-making and planning

Strategic Priorities for Current Year

Knowledge

Strategic Priorities

Information Analysis Action

Data▪Noticing, questions, curiosity

▪Strategic plans & interventions

▪Effective implementation,

monitoring, & adjusting

▪Deep understanding, making meaning

▪Interpretation,

▪All informed by research

District Team Planning Cycle

Student Success perspective

&Student Experience perspective

each have identified measures with timelines for review by the District Education Staff

Team

District Process perspective

&District Staff Development perspective

each have planned actions and timelines for review by the District Education Staff Team

Action & Measures

Achievement Contract Strategy Map

Student Success Perspective

Student Experience Perspective

District ProcessPerspective

District Staff Development Perspective

Vision

Achievement Contract Scorecard

Relationship Map: The Key Pieces

Redesigned School Plan Format

Response to Intervention (RTI) is a framework for achieving the ongoing improvement of student outcomes (Buffum, Mattos, and Weber, 2009, 2010, and 2012; Hierck, Coleman, and Weber, 2011). It is a school-wide construct that provides high-quality instruction and research-based systematic interventions for all student needs—academic, social-emotional, and behavioral. From struggling students striving to meet minimum proficiency to gifted students striving to reach their potential, RTI invites a partnership between students, teachers, parents, and the community whereby all students achieving positive outcomes is the priority (Hierck & Weber. 2014. P. 3)

CommunicationOur District Directions 2018 state that our communication will result in shared understanding. Toward shared understanding and responsibility for the work of the Achievement Contract we have plans to engage the District community with the plan and in reviewing and celebrating progress toward the goals.

• The Superintendent will highlight the Achievement Contract goals with the entire staff of the district at the start of year zone assemblies.

• School Plans for Student Success presentations to trustees will happen in the fall and approved plans will be linked to the District and school websites.

• Monthly Learning Leadership Reports will reference the Achievement Contract goals and strategies to connect the stories about learning across the district with the guiding plan; as data becomes available over the year the results will be updated in the online Achievement Contract document and shared in the Learning Leadership Report.

• District staff will consult with each school on the alignment between the goals and strategies of the school plans (including School Plan For Student Success, Aboriginal Service Delivery Plan, Individual Education Plans) and district plans (including Achievement Contract, Aboriginal Enhancement Agreement, Learning Services Plan).

• Superintendent’s Report on Achievement will be sent to every school district employee and to community partners.

• We will continue our tradition of year-end zone celebrations to share the results of the School Plans for Student Success.

One page overview map (downloadable as pdf)

Online flipbook: Full Achievement Contract (downloadable as pdf)

Link on District webpage

QR code or link from printed map

Please take the time to review our Achievement Contract