Continuous Improvement Plan 2019 20 - 4 75 Thornhill Street Morden, Manitoba R6M 1P2 - Western School ...
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Continuous Improvement Plan
2019‐20
4 ‐ 75 Thornhill Street
Morden, Manitoba
R6M 1P2
Phone (204) 822‐4448
Fax (204) 822‐4262
E‐mail: divoff@westernsd.mb.ca
www.westernsd.mb.ca
At Western School Division we are very proud of the efforts of our students and staff. It is our
intention to create a fantastic learning environment for students and staff. Education is a
foundational component of a great community. It is our desire to foster innovation, creativity
and challenge to our students and staff as we strive to lead the Province in student
achievement. Our students deserve no less.
Geographic Profile
Western School Division encompasses the City of Morden and surrounding area. We serve the
educational needs of more than 2000 students in the K‐12 public school system. The division
consists of large schools and an Adult Education Centre. Both immigration and migration are
leading to constant steady growth in the area as well as the school division. We provide a high
quality of education at one of the lowest cost per pupil rates in Manitoba. It is the intention of
Western School Division to lead by example and to set the standard in Manitoba for high
educational achievement at a reasonable cost. The division currently has 16 portable
classrooms.
Our geographic size allows us to do many innovative and creative initiatives to support the
improvement of teaching and learning. There is high value for cost in Western School Division.
We have a strong trusting relationship with our community as well as all of our staff groups.
Mission Statement
Developing people who are rooted in caring and committed to learning.
Belief Statements
We believe:
1.1. Each learner is a valued individual with unique ways of learning.
1.2. Each learner needs to be provided with opportunities to develop to their potential.
1.3. Each learner needs to be included with their peers.
1.4. Each learner needs to develop the abilities to participate in a diverse democratic
society as a caring, responsible, self‐confident citizen.
1.5. Each learner has a right to an education consistent with their needs.
1.6. Learning is enhanced by the active partnership of the home, school and community.
1.7. Learning occurs best in a safe nurturing environment based on mutual respect.
1.8. Learning is a life‐long process.
Governance Model
Western School Division operates under a modified Policy Governance model. Through this
model the Board focuses on high level decisions, rather than the details of daily activities and
operations of the school division. The Board delegates’ administrative authority to the
Superintendent, excluding those exemptions defined in Board policy. The Board Policy Manual
is available in it’s entirety on the Western School Division homepage.
Board of Trustees
Mr. Brian Fransen (bfransen@westernsd.mb.ca )
Mr. David Guenther (dguenther@westernsd.mb.ca)
Mrs. Barb Petkau (bpetkau@westernsd.mb.ca)
Mrs. Robyn Wiebe (rwiebe@westernsd.mb.ca)
Mr. Darcy Wolfe (dwolfe@westernsd.mb.ca)
Board Priorities Plan The Board has developed a Priorities Plan for 2019‐2023. Key priority areas are: The entire Board Priorities Plan may be found online on the main page of the school division website or at https://www.westernsd.mb.ca/Governance/Documents/2019‐ 23%20Board%20Priorities%20Plan.pdf
Division Administrative Team
The senior administrative team consists of a Superintendent who acts as CEO and
Superintendent of Schools. He acts as the sole employee of the Board. The Assistant
Superintendent also serves as the Student Services Administrator. The Secretary‐Treasurer
reports to the Superintendent. The Supervisor of Operations oversees both bussing and the
capital operations of the division and also reports to the Superintendent.
Superintendent: Stephen Ross
Secretary‐Treasurer: Carl Pedersen
Assistant Superintendent: Cyndy Kutzner
Supervisor of Operations: Allan Toews
Schools
Population % of Population
K‐4
Minnewasta 327 Early Years 41%
Maple Leaf 503
5‐8
École Morden Middle School 600 Middle Years 30%
9‐12 Morden Collegiate 575 High School 29%
Adult Morden Adult Education Centre
Staff Compliment
Full‐time equivalents No.
Principals 5
Vice‐principals 3
Teachers 108
Counsellors 4
Resource teachers 10
Educational assistants 50
Speech language pathologists 2
Reading clinicians 3
Psychologists 2
Career Development Coordinator 1
Other professional staff
International Ed Coordinator 5
Coaches (Literacy, Numeracy, Instructional
Support, French)
Key Community Data (2016 Census)
Median Household Income ‐ $55,540
Unemployment Rate – 6.5%
Lone Parent Families – 260 (Female 200 – Male 65)
Less Than High School Certificate – 7.5%
# students Percentage of
Disaggregation
student
English as an Additional Language 339.5 (increase of 103) 17.6% (increase of 3%)
Self‐declared Aboriginal 91 5%
2500
2000
1500
2002
1867
1000 1693 1720
1656
500
219.5 263.5 339.5
0 153.5 179.5
2015‐2016 2016‐2017 2017‐2018 2018‐19 2019‐20
EAL Enrollment Enrollment
Education for Sustainable Development
Number of schools in the division 4
Number of schools with an ESD plan 4
Learn to Age 18 Coordinator: Students who are not attending school after 16 are staying connected to school, and encouraged to continue with schooling by maintaining contact through Learn to Age 18 programming. Our programming has a lead teacher from Morden Collegiate* with a .25 fte portion of time allocated to supporting the ongoing learning for students for whom traditional school programming is not working. Successes from the previous year, and plans for this year include supporting finding students appropriate mental health and medical services, supporting work applications and finding gainful employment, finding students opportunities to receiving training relevant to becoming gainfully employed (ie: WHIMS, CPR/First Aid, Food Handlers, etc…) and support for writing driver’s tests and obtaining drivers licencing. We also continue to encourage school attendance by maintaining contact with the school and touring or trying out vocational programs within the division. *Morden Collegiate is our only Senior Years School in Western School Division Career Development Initiative: Morden Collegiate offers all grade levels of the Department developed Career education courses and employs a .875 teacher in this role. The Career Coordinator who is working with the schools supports the development of relationships with employers within the community to facilitate cooperative work placements, student internships, career fairs, and tours and information opportunities for students within the communities many, varied employment sectors.
Senior Years Technology Education:
Western School Division is a partner division in the Red River Technical Vocational Area
consortium of school divisions. Consortium members work together to provide technical
vocational programming options to students in all partner divisions. Morden Collegiate
Institute students are able to access these programs by enrolling in either of the three
programs offered by our school (Health Care Aid, Welding, Plumbing and Piping Trades), or by
accessing available seats in programs offered by our partner divisions (ie: Auto Body,
Automotive Technology, Baking and Pastry Arts, Carpentry, Community Health & Child Care,
Culinary Arts, Educational Assistant, Electrical Technology, Esthetics ‐ Nail & Skin Care
Technology, Hairstyling, Heavy Duty Equipment, Introduction to Construction Trades. Students
who successfully complete 8 courses in an approved cluster of technology based courses qualify
to receive a Manitoba Education Senior Years Technology Diploma. In many cases, students
also receive shop hour and instructional hour credit toward Level 1 Apprenticeship. More
information about RRTVA can be found here: https://rrtva.blsd.ca/ .
Early Childhood Development Initiative
Western School Division runs three different programs supported by the ECDI grant;
Preschool Wellness Fair – each spring we organize and implement a wellness/screening
fair for children aged 3 – 4. We work with the Southern Health Authority and our local
community to provide screening for vision, hearing, gross and fine motor skills as well as
speech and language skills.
Get Set for Kindergarten is a transition to Kindergarten program run from March ‐ June
for children who will be entering Kindergarten in fall and who have been identified as
needing extra supports in a variety of areas. The program targets readiness in the areas
of physical health and well‐being, social competence, emotional maturity, language and
thinking skills and communication and general knowledge. Children attend small group
instruction with a teacher for up to 5 half days a week for as little as two‐weeks or for as
long as the program runs based on the skills they are developing within the program. A
progress summary of the skills developed by each child is shared with their incoming
Kindergarten teacher.
Kindergarten Readiness for Newcomers is a program offered to newcomer families.
Families new to Canada and our community are invited to attend two small group
sessions with their child and a Kindergarten teacher. Stations are set up so children can
practice school readiness skills and teachers could model for the parents. Parents are
provided with activities to take home for summer practice with their children.
In addition, we partner with our local Parent Child Resource Centre to support pre‐school aged
programming within our Community. Programming includes:
Rock and Read Build a Bag Kids in the Kitchen Shake, Rattle and Roll Let’s Make Music Stay and Play Rhyme Time Mother Goose Artrageous Baby and Me Yoga Wiggle, Giggle and Munch Alphabet Soup Kit and Kaboodle Learn Together, Play Together (new) Relaxation Station (new) Nature Navigators (new)
Divisional Strengths, Equity Issues & Challenges
Strengths:
Compact size – our size allows us to build a strong cohesive learning culture. It is easy
for us to bring together teachers from multiple schools for either school day or after
school teacher learning and training sessions. Each fall the Superintendent is able to
meet one on one with a large portion of teachers and school administrators in each
school to discuss our disaggregated data and to hear what teachers need to help our
students improve.
Focus on Diversity & Invitational Schools – our strong and continued focus on diversity
and consistent messaging to staff, student and community about the need for our
schools to be invitational to all people is allowing us to create a more positive learning
environment for all students.
Board Supported Policy on Cost to Parents – The philosophical and financial support of
the school board to ensure all students have access to the school experience is
fundamentally important to development of our students.
Instructional Leadership – Great care is taking in hiring school administrators who are
both great teachers and great learning leaders.
Amazing Teachers – Centralized and deliberate hiring practices has allowed us to hire
teachers that are making a difference in the classroom. Clear direction is given to
teachers about learning expectations.
Equity Issues:
Morden Immigration Initiative – The City of Morden has a unique immigration initiative
supported by the Province of Manitoba. For a rural school division this is creating new
challenges for EAL Programming. We no longer have students coming just from Eastern
Europe, we now have students from Brazil, India, Pakistan, Africa ect. As a result,
blanket EAL services are being stretched. Our EAL data is volatile based on where our
families are coming from, the educational backgrounds of the parents and the parents’
academic hopes and dreams for their children.
Small Aboriginal Cohorts – As there is no First Nations community within our
boundaries and finding appropriate supports, services and mentors for aboriginal
students is challenging. At times our cohort numbers are small and are therefore
excluded from the data making long term analysis tricky. We are however offering an
Indigenous Studies course at Morden Collegiate this year.
Socio‐Economic Factors & Poverty – Due to the location of many government support
offices and cheaper housing than Winnipeg and Brandon, many families are re‐located
to Morden that need easy access to government services. This coupled with families
that have located to the region for low skilled factory jobs creates stresses on schoolsupports and services. Poverty has a great factor in learning however it is not easily
represented in the disaggregated data that we are provided.
Diversity – The community has more than doubled in size in recent years due in large
part to Immigration. At times the community is not accepting of diversity issues that
schools are teaching and should represent. This at times, creates tension both in the
schools and the community.
Challenges:
Block Funding for Students with Exceptional Needs – Since the block funding model we
have seen a huge population increase and many more students with exceptional needs.
A growing division should see an increase in block funding to meet the needs of these
students.
Lack of Adequate Instructional Space – As one of the top 3 divisions with the smallest
amount of instructional space per student over the years it is amazing that we have
continued to improve academically. Real and intense enrollment growth, unless
addressed immediately, will compromise student learning.
Early Years Enhancement Grant – See above in Equity Issues.
Access to Quality French Teachers – This is the case in both Basic French and French
Immersion. The province needs to do more to both develop and attract talented French
teachers.
Access to Quality Teachers – Todays classrooms, and collective agreements require
teacher absence from the classroom for both teacher learning and other such leaves.
More and more often such absences result in teacher development being either delayed
or cancelled. We are having to resort to using uncertified substitute teachers to fulfill
the conditions of collective agreements, and other such leaves. This is not the ideal
situation when we are trying to great optimal learning environments for students.Driving Numeracy and Literacy Goal
"To ensure quality numeracy and literacy instruction and learning for all students,
through building student and adult capacity in critical thinking, problem solving
and making connections."
Sub‐Goals:
• Students will use metacognition to develop deep understanding while learning, applying
and transferring the 6 strands of English Language Arts across curricular areas.
• Students will engage in meaningful, relevant and context‐based activities that support the
development of essential literacy skills.
• Students will develop and use numeracy and problem solving skills in the deep exploration
of open‐ended, authentic problems.
• Students will engage in meaningful, relevant and context‐based activities that support the
development of essential numeracy skills and the progression from procedural/concrete
learning to conceptual/abstract learning and making connections.
• Staff will use evidence of student learning from a variety of sources to determine where a
student is on the learning/developmental continuum and to guide planning, instruction
and assessment for future learning.Overarching Numeracy
Target:
By June 2020 students in Western
School Division will exceed the
numeracy achievement of their
Provincial peers in all Provincial
Continuous Improvement assessments.
3 Year Numeracy Target for
Numeracy meeting all competencies:
June 2020 ‐ 56%
June 2021 – 62%
June 2022 – 68%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous
Achievers
Provincial Assessments: Gr. 3
Grade 3 Numeracy
Meeting in all Competencies
68
62
56
55.7
50
40.2
37.1 34.2 34.6 35.2 35.9
31.1 33.3
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Numeracy Coach/Co‐teaching
Coding/Robotics mindset in classrooms – STEAM education
Increased use of manipulatives (Cuisenaire Rods, Digi‐blocks, scales, etc.) in numeracy centres
Numeracy learning in all subject areas and through Project Based Learning
Mental Math improvement over last 3 years.
Opportunities for Improvement
Review assessment practices to ensure achievement reflects curricular expectations
accurately
Numeracy learning will occur through Inquiry, Play Based Learning, Project Based Learning,
and exploration.
All students will master their problem solving skills; we will improve our problem solving
scores.Overarching Numeracy
Target:
By June 2020 students in Western
School Division will exceed the
numeracy achievement of their
Provincial peers in all Provincial
Continuous Improvement assessments.
3 Year Numeracy Target for
Numeracy meeting all competencies:
June 2020 ‐ 60%
June 2021 – 65%
June 2022 – 70%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 3 French Immersion
Grade 3 FI Numeracy
Meeting in all Competencies
75 70
65
60
50
44.1 44 46.7 44.9 45.5 46.1 44.4
33.3
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Last years cohort of students performed very well.
Numeracy Coach/Co‐teaching
Increased use of manipulatives (Cuisenaire Rods, Digi‐blocks, scales, etc.) in numeracy centres
Numeracy learning in all subject areas and through Project Based Learning.
Opportunities for Improvement
Have to work on questioning and identifying common misconceptions/mindsets about
developmentally readiness for subtraction and division.
Connect the concept of Fluency in literacy to numeracy – what does being a fluent mathematician look
like? How can we develop this fluency/flexible thinking?
Encourage teachers to show equations with a missing variable and in various locations.Overarching Numeracy Target:
By June 2020 students in Western School
Division will exceed the numeracy
achievement of their Provincial peers in all
Provincial assessments.
Continuous Improvement 3 Year Numeracy Target for
meeting all competencies:
Numeracy June 2020 ‐ 48%
June 2021 – 56%
June 2022 – 64%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 7
Grade 7 Numeracy
Meeting in all Competencies
64
56
48
39.3 38.8 38.3
34.9 34.8 35.9
32.4 32.2 32.5
23.9
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Both boys and girls exceeded the Provincial average.
There was a significant increase in the number of students meeting in all competencies this year.
Several cohorts of teachers are involved with the mRlc numeracy project. Research results are showing
improvement over time.
Opportunities for Improvement
Significant room for improvement in meeting in all competencies is needed. Provincial aspirational
targets at set at 80% so significant yearly growth will be required to achieve this goal.
Improve students ability to use and explain Mental Math strategies.
Improve students problem solving abilities.
Comments
Gr. 7’s also complete Wechsler testing and they are part of the mRLC Numeracy Project. Data is
available in the ÉMMS School Continuous Improvement Plan.Overarching Numeracy Target:
By June 2020 students in Western School
Division will exceed the numeracy
achievement of their Provincial peers in all
Provincial assessments.
Continuous Improvement 3 Year Numeracy Target for
meeting all competencies:
Numeracy June 2020 ‐ 56%
June 2021 – 62%
June 2022 – 68%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 7 French Immersion
Grade 7 FI Numeracy
Meeting in all Competencies
78.9
74.1 68
62
56
48 48.7
43.7
37 40 39.7 37
15.8
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Students performed well in the competencies of ordering decimals and fractions and also
understanding that a given number may be represented in a variety of ways.
Boys performed better than girls.
Several cohorts of teachers are involved with the mRlc numeracy project. Research results are showing
improvement over time.
Opportunities for Improvement
Improvement can be made in problem solving using both mental math and patterns.
Girls have lagged slightly behind boys. Do a deeper dive into the data to look for solutions.
Gr. 7’s also complete Wechsler testing and they are part of the mRLC Numeracy Project. Data is
available in the ÉMMS School Continuous Improvement Plan.Overarching Numeracy Target:
By June 2020 students in Western
School Division will exceed the
numeracy achievement of their
Provincial peers in all Provincial
Continuous Improvement assessments.
3 Year Numeracy Target for
Numeracy meeting Gr. 9 Attainment:
June 2020 ‐ 95%
June 2021 – 96%
June 2022 – 97%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 9
Gr. 9 Math Credit Attainment Rate for first‐time
students
97.0%
96.9% 96.0%
95.0%
94.9%
93.4%
90.8% 90.8%
87.8% 88.3% 88.0% 88.2%
87.2%
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Grade 9 students have been able to achieve an increase in overall final year MRLC test scores
of 5% each year since we began writing the tests. We have increased from 50% to 55% and
now 60% average mark on the final test.
An increase was recorded in every strand area as well. Larger gains have been noted in areas
where the largest growth potential has been. (largest growth in Shape and Space, and
Statistics and Probability strands).
Opportunities for Improvement
Shape and Space strand has traditionally been one that has been de‐emphasized in grade 9
instruction and the pacing planning for the delivery of the course is helping to ensure more
instructional time in this area is offered.
Comments
The “culture” of mathematics enrollment at MCI has shifted and increasing numbers of
students are enrolling in Essential Math 30S and 40S as well.Overarching Numeracy Target:
By June 2020 students in Western
School Division will exceed the
numeracy achievement of their
Provincial peers in all Provincial
assessments.
Continuous Improvement 3 Year Numeracy Target
for Gr. 12 courses:
Numeracy (June 2020. 2021, 2022)
Pre‐Calculus ‐ 68%, 70%, 72%
Applied – 74%, 75%, 76%
Essential – 60%, 64%, 68%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous
Achievers
Provincial Assessments: Gr. 12
Gr. 12 Numeracy
Mean scores in Math courses from 2018‐2019
90%
80% 74.1%
66.2% 68.4%
70% 62.7%
56.5% 55.1%
60%
50%
40%
30%
20%
10%
0%
PRE‐CALCULUS APPLIED MATH ESSENTIAL MATH
WSD MB
Successes
Morden Collegiate has projected a positive trend line for scores in Pre‐Calculus math moving forward
based on data from 2012 onward.
MCI scores have averaged higher than the province since 2013 in the unit topic areas of Trigonometric
Functions, Polynomial Functions, Trigonometric Equations and Identities and Exponents and
Logarithms.
Opportunities for Improvement
Create more opportunities for improvement by focussing on how to prepare for the provincial test.
Specifically target our weakest areas for increased practice and instruction in Binomial Theorem,
Radicals and Rationals and Transformations and Functions
“Probability” would be an appropriate topic to target for improvement.
The geometry and trigonometry unit are traditionally lower scoring units at both MCI and
across the province. (Provincially, it is the lowest scoring unit).Numeracy Deliverables by June 30, 2020 All teachers will have reviewed pertinent disaggregated Provincial and mRLC data and have considered and discussed the implications for their own students. All teachers will have discussed the data and implications with a school administrator and superintendent. Numeracy coach will have worked with school administration and teachers to identify school and classroom needs and will provide support for the improvement of learning in numeracy. Targeted numeracy data will be collected by Numeracy coaches and shared with the division and the schools for data analysis. A cadre of teachers will continue in the mRLC numeracy cohort with Laura Brake. This consists of Grades 6 to 9 teachers this year. Schools will develop complimentary plans to increase numeracy achievement within their own school. The number of students meeting and exceeding numeracy outcomes will increase. Specifically we want to ensure conceptual understanding of the foundational outcomes at each grade level will improve. Teacher capacity in delivering quality numeracy instruction in Problem Solving and Mental Math will improve. Each Early Years grade level will have a collection of common assessments for all the key competencies. Benchmarks indicators will be developed so that achievement data collected can be used to strengthen the continuity of numeracy instruction and achievement. An inventory of recommended numeracy tools, resources and materials for use throughout the division will be developed to ensure the continuity of instruction and achievement. Teachers learning how to deconstruct student work, analyze and interpret students’ first point of error to help develop and guide effective prompting, re‐teaching and interventions. Continue to make connections between math and life beyond school contexts/careers and support teachers in further embracing PBL and expeditionary math approaches. Provide learning opportunities related to cognitive leveling of questions and providing rich problem solving contexts in math. Evaluate and reflect on homework practices – what types of activities/work are we sending home related to math and what types of messages does it send about what is valued in math and mathematical thinking? Continue to support teachers in utilizing manipulatives effectively. Create a STEM/STEAM divisional committee. Continue to connect literacy and numeracy and emphasize that all math teachers are literacy teachers and vice versa.
Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
all Provincial assessments.
Continuous Improvement
3 Year Reading Target for meeting
Literacy all competencies:
June 2020 ‐ 62%
June 2021 – 66%
June 2022 – 70%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 3
Grade 3 Reading
Meeting in all Competencies
70
66
62
63.4
58.2
54.3 53.5
50.5 47.3 47.4
46 46.4 47.2
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Vertical grade group discussions of running records and reading behaviours and PM data
Continued emphasis on reading for enjoyment and reading with a purpose
Variety of student‐published writing (class libraries, Young Author/Illustrator Night, etc.)
Literacy Learning through Project Based Learning and Inquiry
Learning Sprints on Reading Comprehension in Grade 4 (Simon Breakspear Agile Schools)
Opportunities for Improvement
Continue the move to the Fountas and Pinnell levelling system from the PM Benchmark system and
complete running records on fictional and non‐fiction text at least 2 times this year.
Reading comprehension is based on so many different understandings of text, not only books, but
websites, magazines, etc. Meet the needs of all of our students through different texts.
Consistency in expectations for reading/writing across grade levels ‐ need to continue working in
vertical groups to develop stronger understanding of the current ELA curriculum, to ensure that the 4
practices, and rich learning experiences are being provided for our students.
Use children's experiences to write about and provide experiences for them to write about.
Continue to learn more about grade band descriptors (and other ELA Renewal practices) and
use that knowledge in daily teaching.Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
all Provincial assessments.
Continuous Improvement
3 Year Reading Target for meeting
Literacy all competencies:
June 2020 ‐ 70%
June 2021 – 72%
June 2022 – 74%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 4 French Immersion
Grade 4 FI Reading
Meeting in all Competencies
74
78.9 72
72.7 70
69.2 70.8
65
52.4 54.8 53
51.4
47.7
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
The Literacy Coach provided both in class and out of class professional learning opportunities
for staff last year.
Grade 3 and 4 teachers were accessing reading using the Fountas and Pinnell kits in the
genres of both fiction and non‐fiction
Triangulation showed evidence that there was student improvement for retelling with
comprehension and making connections
Opportunities for Improvement
We need to practice making inferences using objects not just text, as students struggled more
with objects.
Increase Grade 4 French immersion reading in French in the area of using strategies to make
sense of texts by 8% this school year.
The principal is meeting with the author of “A Reflective Guide for French Immersion Leaders”
to clarify understanding of the French Immersion program at a deeper level. This will focus
on supporting teacher growth and best practices in Immersion pedagogy.Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
all Provincial assessments.
Continuous Improvement
3 Year Reading Target for
Literacy meeting all competencies:
June 2020 ‐ 59%
June 2021 – 65%
June 2022 – 70%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 8
Grade 8 Reading Comprehension
Meeting in all Competencies
70
65
59
59.8 58.7
53.1 53.7 51.3
49.3 49.4 51
47.7
41.9
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Provincial data shows that we were able to perform significantly above the provincial
standard in 3 of 6 reported outcomes.
Implementation of Fountas and Pinnell Running Records at all grade levels. This allowed for important
data collection but was done with the intention of impacting and informing instruction.
Participation in the English Language Arts Curriculum Renewal Cohort run by Manitoba
Education.
Opportunities for Improvement
90% of students will show a year’s growth in a year’s time on Fountas and Pinnell assessments.
Students will meet the 10‐year WSD average for “Responds Critically to Text” in ELA.
Comments
Teachers are piloting the new ELA curriculum.Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
all Provincial assessments.
Continuous Improvement
3 Year Reading Target for meeting
Literacy all competencies:
June 2020 ‐ 70%
June 2021 – 72%
June 2022 – 74%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 8 FI Reading Comprehension in French
Grade 8 FI Reading Comprehension
Meeting in all Competencies in French
84.2 74
76.9 72
70
66.7
60 62.6
59.1 58.1
55
49.2
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Students in the French Immersion program at ÉMMS continue to perform at a high level by
most measurements.
French Immersion students have scored well above the Provincial average at the grade 8 level in each
of the last three years.
Opportunities for Improvement
Classroom level data indicates that students are making patterned errors when speaking French and
seem to lack the confidence in their language competency.
Within sub‐competencies of Reading comprehension, students were less successful understanding a
variety of texts. This relates to the importance of genre and developing the ability to comprehend
different types. Students will meet the 10‐year WSD average for “Responds Critically to Text” in ELA
and FLA.Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
all Provincial assessments.
Continuous Improvement
3 Year Writing Target for meeting
Literacy all competencies:
June 2020 ‐ 52%
June 2021 – 60%
June 2022 – 68%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 8 Expository Writing
Grade 8 Expository Writing
Meeting in all Competencies
68
60
52
49.6 51.4
47.1 47.1 44.7
41.9 43.8 44.3 41.9
41.7
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
Girls performed significantly better than boys.
EAL students performed close to the Provincial average.
Students performed very well on the competency, “Student generates, selects, and organizes
ideas to support reader's understanding.”
Opportunities for Improvement
Improve students’ writing ability.
Focus on Language Choice for Impact
Focus on Language as a System
Comments
Teachers are piloting the new ELA curriculum.
Syd Korsunsky will be working with some grade 8 teachers on writing.Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
all Provincial assessments.
Continuous Improvement
3 Year Writing Target for meeting
Literacy all competencies:
June 2020 ‐ 57%
June 2021 – 63%
June 2022 – 69%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 8 FI Expository Writing in French
Grade 8 FI Expository Writing
Meeting in all Competencies in French
73.7
61.5
54
48.7 48 50
45.1 46.3
40.1 38.7
2014 2015 2016 2017 2018
WSD MB
Successes
Students did very well on the competencies of choosing language that makes an impact on the reader”,
as well as, “the student generates, selects, and organizes ideas to support reader's understanding.”
Opportunities for Improvement
We need to improve our students’ ability to choose appropriate vocabulary and use of conventions and
resources in their written work
More French needs to be incorporated into our daily routine at school
Comments
Working with language conventions in both languages requires more intervention for our French
Immersion students
Modelling the correct use of the language verbally and in written form is essentialOverarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in
Continuous Improvement all Provincial assessments.
3 Year Target for ELA credit attainment:
Literacy June 2020 ‐ 95%
June 2021 – 96%
June 2022 – 97%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 9
Gr. 9 ELA Credit Attainment Rate for first‐time
students
97.0%
96.0%
95.0%
95.3% 95.4% 95.2%
94.7%
91.7%
90.2%
89.3% 89.7% 89.3%
89.0%
2014 2015 2016 2017 2018
WSD MB Current Target 2 year Target 3 Year Target
Successes
We have a very high first‐time completion rate.
Opportunities for Improvement
Teachers recognize the need to continue to support the appreciation of diversity of texts. This
outcome supports both divisional goals and priorities as well as outcomes essential to the ELA
curriculum.
We would like to have the opportunity to speak with horizontal learning groups to share ideas
about implementation of new curriculum and to further share what we have learned students
need to develop stronger skills in, in order to be successful at the grade 9‐12 level.
We want to continue to support the outcomes “appreciate the artistry of texts” and
“deconstructing visuals”.
Comments
Detailed information is available in the MCI Continuous Improvement Plan.Overarching Literacy Target:
By June 2020 students in Western School
Division will exceed the literacy
achievement of their Provincial peers in all
Provincial assessments.
Continuous Improvement 3 Year Target for Grade ELA average
marks:
Literacy June 2020 ‐ 70%
June 2021 – 72%
June 2022 – 74%
Board Priorities:
1. Improve Student Learning
2. Encourage Adventurous Achievers
Provincial Assessments: Gr. 12
Grade 12 ELA ‐ Average Marks
74%
72%
71.3% 70%
69.1% 68.6% 68.3%
68.2% 67.9% 67.8% 68.1%
67.4% 67.2%
66.1%
65.5%
2014 2015 2016 2017 2018 2019
WSD MB Current Target 2 year Target 3 Year Target
Successes
There is a consistent pattern of successful achievement in ELA test results with generally little dramatic
variabilities.
Most of our students score very well on outcomes on the provincial test that relate to generating and
connecting ideas, and the big “thinking” based outcomes. Use of Language to support their ideas is
also strong.
Opportunities for Improvement
Reviewing provincial test data by task type over time shows us that students are less capable at the
more metacognitive writing practices like reflecting on ideas, and explaining the connections and
purposeful choices in choosing and in between their writing variables. A focus for improvement would
be to do more purposeful practice of reflections of this type.
Consistently we also see improvement needed in students ability to define techniques and elements of
texts and in their recording of information related to texts.Literacy Deliverables by June 30, 2020
All teachers will have reviewed pertinent disaggregated data and have considered and discussed
the implications for their own students.
All teachers will have discussed the data and implications with a school administrator and
superintendent.
Literacy and Language coaches will have worked with school administration and teachers to identify
school and classroom needs and will provide support for the improvement of learning in literacy.
Targeted literacy data will be collected by the Literacy Coach and shared with the division and the
schools for data analysis.
Reading Recovery teachers will work with the division to identify the best candidates for Reading
Recovery. The Literacy Coach will support the identification of best interventions for students for
whom Reading Recovery is not the correct intervention.
Schools will develop complimentary plans to increase literacy achievement within their own school.
Early Years & Middle Years Specific:
o Build teacher capacity in developing thinking within, beyond and about a variety of texts to
improve comprehension.
o Build teacher capacity in literacy instruction through focused use of quality teacher
prompts to improve comprehension.
o Teachers to study, and understand, the comprehension wheel with planned classroom
activities in each to increased improvement across all areas of literacy.
o Recognize and support EAL needs. EAL workshop being planned k‐8 with coach, EAL
teacher and an Administrator.
o Cross Curricular Literacy implementation.
o Continued Exploration of “Visible Learning” in Literacy
o Surface / Deep / Transfer – Best Practices for identified intention
o Targeted Intervention in French Immersion
o Targeting speaking errors monthly (the same error in each grade)
o Tracking the ones corrected so they do not slide to previous levels
High School Specific:
o Each Teacher Will Explore Works by Two Indigenous Writers/Artists with Their Classes
o Develop Grades 9‐10 Assessments to Measure the SO: Use Language to Show Respect
o Develop Grades 9‐10 Assessments to Measure the SO: Appreciate Diversity
o Implement strategies addressing Writing Variables and their connections
o Develop and implement strategies for deconstructing visuals
o Develop and implement lesson(s) and strategies for deconstructing sequential art
(techniques/elements/artistry)
o Develop and implement strategies for teaching “enhancing artistry”
o Develop and implement strategies for deconstructing poetry, including creating a poetry
terminology database for teachers on Sharepoint
o Develop and implement strategies for teaching “enhancing artistry”Overarching Graduation Target:
By June 2020 students in Western
School Division will exceed the
graduation rates of their Provincial
peers in all disaggregated categories.
Continuous Improvement 3 Year Target for Graduation:
June 2020 ‐ 85%
Graduation June 2021 – 87%
June 2022 – 89%
Board Priorities:
1. Improve Student Learning
2. Inspire a Culture of Integrity
3. Encourage Adventurous Achievers
4. Deepen Community Relationships
Four‐Year High School Graduation Rate
On‐time Graduation Rate
91.4
84.1
82.3
80 79 79.9
77.2 77.8 77.3 78.1
76.2 76.7
2009 COHORT 2010 CHORT 2011 COHORT 2012 COHORT 2013 COHORT 2014 COHORT
WSD MB
Successes
Compared to the province we have a larger percentage of students completing graduation in four
years and frequently in five years as well.
As per Manitoba Education’s published graduation rate data, in 2018 our 4 year graduation rate for
the cohort group who started in 2014 was 6th in the province. (Whiteshell SD, DSFM, Pine Creek,
Funded Independent Schools, Rolling River SD, Western SD…).
Opportunities for Improvement
Our girls tend to graduate at a rate higher than our boys do, this remains relatively consistent over
the years. We are curious if the boys’ lesser completion rate has to do with the relatively high
availability of good jobs in our area, and if boys are leaving school to work. We know from our Our
School Survey results that our students tend to work more than their replica school counterparts –
does this extend into graduation rates?
Our Indigenous students struggle to find success at the same rate as their non‐indigenous
counterparts. We want to continue to support the successes of our Indigenous Students with
respect to graduation rates.You can also read
