CURRICULUM INSTRUCTION Issue Update March 2005

Transcription

1 CURRICULUM INSTRUCTION Issue Update March 2005 Curriculum Instruction Assigned To Start Completed 2.1 To implement a coherent strategy which ensures that all student learning is connected, related and relevant The board will establish a task force to develop a strategy to involve parents in their children=s education. Strategies will include ways to support/promote student achievement: $ diligence in learning; $ regular attendance; $ attention to assignments; $ compliance with the Code of Conduct; $ parent/guardian involvement; $ celebration of staff and student success Annette Curie Fall 2004 Task force is in place. Two meetings so far. Next meeting will be a student focus group. Principals, teachers, students, coordinators, Director of Programs and SAC representative attended these meetings All schools will develop a yearly school communication plan describing how information on student learning will be communicated to parents/guardians during the school year Fall 2004 School Communication Plans are ongoing as change occurs in education and staffing. All secondary schools have distributed Communication Plans All teachers will develop a yearly teacher communication plan describing: $ an overview of the instructional program including assessment and evaluation procedures; $ the importance of parental guidance in areas such as homework, organizational skills and assuming responsibility for the completion of assignments; $ the range of formal/informal communication methods to be utilized by the teacher and the parent/guardian Teachers are refining their teacher Communication Plans as changes take place. Many teachers utilize a bimonthly system to communicate with parents. Teachers in semestered schools update in second semester if teaching a difference course Teachers will implement teaching strategies that foster a positive learning environment aimed at helping students achieve expected learning outcomes. Pre 2003 Ongoing Professional development focus on teaching and learning strategies.

2 Assigned To Start Completed Teachers will implement a variety of assessment strategies to evaluate student performance. Pre 2003 Ongoing Assessment committee in place and draft policy on assessment in place All schools will promote race relations, cross cultural understanding and human rights throughout the curriculum and across all grade levels. Charles Sheppard All elementary principals attended a Racial Equity workshop. Schools promote race relations, cross cultural understanding and human rights throughout the curriculum, as well as taking advantage of teachable moments Principals will schedule regular class visits to ensure best teaching practices are in place and that expected learning outcomes are being implemented A number of principals schedule regular class visits. Others continue to use an informal drop-in system The Board will examine the feasibility of providing additional online courses. Rick Simm Students at Rankin, Cabot and Baddeck are taking on-line courses Learning communities will recognize, celebrate and share best teaching practices. Pre 2003 Ongoing More teachers are willing to share best teaching practices. Centre for Leadership Development celebrates our successes. 2.2 To increase learning success for all learners by supporting/accommodating the strengths, needs and interests of each student All schools will develop and implement annual school improvement plans that support student success and achievement. Pre 2003 In Progress Being developed Being implemented in most schools The Board and staff will encourage and promote positive parental support for children to achieve learning outcomes Through their teacher Communication Plan, many teachers have moved forward with bi-monthly newsletters The Board will continue with the implementation of a comprehensive literacy strategy that supports the Pre 2003 Ongoing Regional professional development, grade level professional development,

3 Assigned To Start Completed delivery of language arts outcomes by teachers. Brenda MacIsaac long range plans in place The Board will continue with the implementation of the Board-wide math leadership strategy that supports the delivery of math outcomes by teachers The Board will continue to support and promote events that provide opportunities for all students to excel through co-curricular and extra-curricular activities The Board will expect school libraries to maintain a core collection of texts that describe the multi-cultural, multiracial, multi-ethnic character of Canadian society The Board will conduct a needs assessment and program review of the vocational program at Memorial Composite High School to maximize and enhance the potential of the program offered The Board will continue to support program options for students with exceptionalities to assist them in achieving their full potential. Ron MacLean Ambrose White Carmelita cousins Charles Sheppard Fred Martel John Astephen Pre 2003 Ongoing Regional professional development, grade level professional development, long range plans in place. Pre 2003 Friends Forever P-6, Heritage Fair 4-9, Public Speaking 4-12, Band performances, Choral performances, Sports activities. A review of library orders indicate that schools are purchasing and promoting the Canadian mosaic. The needs assessment has been completed and presented to the Board and the Department of Education. Awaiting a response. Pre 2003 Ongoing Schools in our Board have piloted programs and initiatives under Challenge for Excellence, Increasing Learning Success, and Learning for Life targeted funding to support program options for students with exceptionalities. We continue to increase the number of resource Learning Centre, Learning Disabilities, and Steps to Success programs to meet the diverse needs of our students.

4 Assigned To Start Completed Board and staff will formulate criteria for effective transitions within grades and between school levels Board and staff will compile a list of existing transition practices occurring in our Board. John Astephen Pre 2003 In progress In May 2004, guidance teachers completed and distributed a booklet to facilitate the transition of students from grade 6 to grade 7. As in Pre 2003 Ongoing Extensive PD including transition planning was provided to school teams by our Lead Team in Sept with the implementation of Supporting Student Success: Resource Programming and services. Further PD, specific to transition planning, will be provided to support the implementation of the Provincial Transition Planning Guide released in May List has been started. Practices to date include: transition meetings for students identified with special needs entering primary; program planning team meetings for transitions from grade level to grade level; transition meetings for students with special needs transitioning from elementary to junior high and junior high to high school; transition meetings for students with special needs transitioning from high school to post high school options. Although meetings are held for students transitioning from high school, much work remains in identifying and developing options for students leaving high school Board and staff will identify a contact person for each school associated with transition planning. As in 2.9 Pre 2002 Sept Program Planning Team (Chair) is the contact for each school The Board will request staff to prepare a booklet to facilitate the transition of students from grade 6 to grade 7. January 2004 May 2004 This has been accomplished as of May 2004.

5 Assigned To Start Completed The Board and staff will develop models and forms that facilitate transitioning of students into appropriate programs. As in 2.9 Pre 2003 Ongoing Support of Students with Special Needs: School Profiles were developed and are being utilized to assist Student Services and Human Resources identify annual staffing and programming needs for schools. Transition forms are components of the profile and the process. Our model and forms will continue to be updated to reflect those found in the recent publication of the new Transition Planning Guide The Board will establish a task force to review course offerings and selections at the high school level in support of a balanced program of studies. A committee is being organized to deal with this issue. Guidance and math teachers met on this issue. 2.3 To facilitate professional development that ensures ongoing support for all staff and the learning community In areas where a concern exists/arises, Board staff, principals and teachers will clarify for parents/guardians the challenges and opportunities for children who are members of combined grades. Pre 2003 Whenever a concern exists/arises, meetings with parents have been held upon request The Board will allocate the resources necessary (time and financial support) to facilitate professional development focused on best teaching practices The Board will commit to using the website as a tool for providing online professional development for all stakeholders. Rick Simm Pre 2003 Ongoing The Board allocates funding which serves to provide time and resources to facilitate professional development. Teachers resources have been posted on Sept Ongoing the CB-VRSB website for easy access to educators. As a follow-up to professional development sessions, teachers and administrators can find examples of good classroom management techniques and teaching strategies. There are also actual technology integrated lessons that can be used by teachers.

6 Assigned To Start Completed The Board will commit to providing, upon request, evening sessions for parents in areas such as language arts, math, assistive technology Support for curriculum initiatives across the curriculum will be provided through professional development. Rick Simm Pre 2003 Available upon request. The Board allocates funding which serves to provide time and resources to facilitate professional development Teachers/administrators will maintain their professional competence, each year, by setting personal, professional growth plans in a collaborative effort to achieve school goals and student success: $ Teachers will submit their growth plan to the principal; $ Principals will submit their growth plan to the Director of Programs & Student Services. Introduced in April 2004 Being developed in collaboration with teachers and administrators. Slow - Administrators 2.4 To promote assessment practices that reflect expected learning outcomes and recognize learning styles Principals and teachers will ensure that curriculum aligned assessment will become an established practice at all levels (P-12) The Board will establish regional teams with expertise in such areas as cooperative learning, differentiated instruction, multiple intelligence and teaching strategies to assist in supporting professional development initiatives across the region. Pre 2003 This is an expectation. Professional development is supporting this action. Pre 2003 The Board has a number of teachers with expertise in the areas listed. These teachers are members of literacy committees, P-6, 7-9 and serve as regional teams.