School Performance Plan
Annual Report to the Board of School Trustees
Steveston Secondary School
June 15 , 2006
School Planning Councils are mandated bodies operating under district policy. They support a process of continuous improvement at the school level, which is an essential part of the Continuous Improvement Element of Directions. This annual report informs the Board about the operation of SPC’s so that district programs and functions can support their work.
School Planning Council Membership
Principal: Jim Allison
Representatives of Teaching Staff: Sonya O’Neill and Steve Brand
Representative of PAC Executive: Debbie Low
Representative of PAC Membership: Donna Sargent
Student Representatives: Hayley Petersen and Matthew Plenert
Other Regular Participants: Iain Lancaster and Anne Gillrie-Carre
Statement of School Context
Steveston High opened in September, 1956 as a Grade 7-8-9 school and quickly established a rich tradition of excellence in academic and extracurricular student accomplishments. The school celebrated it’s first graduating class in June of 1961 and this year will celebrate the 46th grad class in the school’s proud history. The school and surrounding community have evolved and changed significantly over the past 50 years. The building has undergone major renovations and the school organization changed from a large “senior high” (1965-1995) to a smaller, comprehensive Grades 8-12 secondary school in 1996. The demographic composition of the catchment area has also changed dramatically in this time. The most recent community context data (2001) reports that 52% of Steveston students do not speak English at home and 21% of students come from families that earned less than $30,000 (Provincial averages in these two categories are 21% and 23% respectively).
As of May 2006, 712 students are enrolled at Steveston in Grades 8-12 and this total includes 54 International students. 58% (412 of 712) of our current student body are male. Currently, 99 students (Ministry-funded) are receiving English as a Second Language support and an additional 50 International students also receive ESL support. Twenty-five students are identified as "special needs" on the most recent Ministry 1701 form (excluding Gifted students). The school offers a comprehensive program with 13 provincially examinable subject offerings; an enriched Spectrum program, visual and performing arts programs; a C.A.D. program; an automotive program, home economics; Advanced Placement classes in Calculus, Chemistry and English; and Career Preparation offerings in 16 separate areas. Academically, Steveston students consistently perform very well and in the last three years the Grade 12 Provincial Exam averages of 75.5%, 73.5% and 76.2% were 1st, 2nd and 1st highest in the District and among the highest in the province.
The school has strong roots in the local community and is fortunate to have a vibrant and very supportive PAC group and an active Alumni Association (founded in 1987). It is important to note that the school’s context has changed significantly over the past decade. The school’s enrollment has decreased over 1000 students since 1996 and because of this, Steveston Secondary School will be merging with nearby Charles E. London Secondary School in a newly renovated, state-of-the-art building in September, 2007. Steveston’s staff, students and parents now have the exciting opportunity to redefine (and reorganize) themselves as Steveston-London Secondary School. This change has many implications for our School Planning Council, including aligning the 2 goals in this School Performance Plan with the goals articulated in both the District Accountability Contract and in the School Performance Plan at London Secondary School.
Part 1 - Review of This Year’s Goals
School Improvement Goals for 2005/2006:
Last year our SPC identified two school wide goals for improving student achievement in reading and social responsibility.
Goal No. 1:
To improve student reading comprehension.
Performance Indicator(s) for Goal No. 1:
Grade 8 students will complete a school-wide reading assessment and we will decrease the number of students "not yet meeting expectations” by 10% (baseline to be established in the Fall of 2005).
75% of all Grade 8s will report that they know and can use specific strategies when starting a new reading assignment.
65% of all students (Grade 10 and 12) will report that they are getting better
at reading on the 2006 Satisfaction Survey.
70% of parents will report that they are satisfied with the development of their child’s reading skills on a Steveston Parent Survey (to be developed).
Strategies Used:
This past year, we had a staff member who served as our “Literacy Leader” and he worked closely with District Learning Services staff and a group of other Steveston staff who met regularly to discuss reading strategies as well as develop and implement a performance-based assessment for Grade 8 students. All Grade 8’s were exposed to a variety of specific strategies for reading across the curriculum. The school organized two school-wide professional development opportunities for staff to identify concrete reading strategies to be used across the curriculum in the Fall of 2005 and Spring of 2006. Literacy was promoted throughout the school in English and ESL classrooms, through new magazine and book resources purchased for the library, via a poster campaign around the school and regular “reading updates” in the parent newsletter.
Progress on Goal No. 1:
In February, 2006 the average exam score in English 10 was 71% (District average was 70%) with a pass rate of 94% (District pass rate was 92.8%).
In February, 2006 the average exam score in English 12 was 71% (District average was 67%) with a pass rate of 92.3% (District pass rate was 89.4%).
In the Fall Grade 8 Performance Based Assessment, 92% of students met expectations for “Reading for Information”, however, up to 12% did not meet
expectations in some areas of reading. By June, we reduced the number of
student’s “not meeting expectations” to 5%. When asked to identify and
describe specific reading strategies, 95% of Grade 8s did this well (in June).
In the 2006 Satisfaction Surveys, 79% of Grade 10s and 75% of Grade 12s reported that they were getting better at reading “many times” or “all the time”. The District averages for these 2 questions were 56% and 53%.
The school survey is still in draft form. On the 2006 Satisfaction Survey,
62% of parents reported “satisfaction” with the development of their child’s
reading skills; however, only 30 parents participated in this online survey.
Goal No. 2
To increase student social responsibility.
Performance Indicator(s) for Goal No. 2:
Satisfaction Surveys - 65% of Grade 10 and Grade 12 students will respond "many times" or "all the time" if they participate in activities outside of class hours.
70% of parents will report that they are satisfied with the development of their child’s social responsibility on a Steveston Parent Survey (to be developed).
Grade 8 Survey - 95% of Grade 8’s will "agree" or "strongly agree" that they are encouraged to set a good example for others at school.
75% of Grade 8 students will "meet expectations" on the Ministry Performance Standards for Social Responsibility.
75% of Grade 11s will fully meet the Graduation Portfolio Core requirement by “participating cooperatively and respectfully in a service activity.”
Report card work habits data will be tracked to establish a baseline.
Strategies Used:
All school staff spent time at a professional development day discussing and identifying the values we hope to impart and support in our students and examined the Ministry’s Performance Standards for Social Responsibility.
An ongoing sub-committee developed a rubric for “Work Habits” across the
school that includes criteria for “social responsibility” in the classroom. Staff
voted to implement this school-wide for 2006-2007. Again, our primary target was Grade 8 students and this topic was introduced in September at our 3-day Grade 8 Camp retreat. We held follow-up Grade 8 assemblies in March and early June to discuss case studies , complete a self-assessment using the Performance Standards as well as set small goals in the area of Social Responsibility. We also promoted a variety of school-wide opportunities for all students to be involved and included this topic in most monthly newsletters (e.g. Terry Fox Run, 30-Hour Famine, Casa Guatemala Week, Canned Food Drive, Music Benefit Concert, Twoonie Tuesday for Tsunami Relief, Balding for Dollars...).
Progress on Goal No. 2:
In the 2006 Satisfaction Survey, 50% of Grade 10s and 57% of Grade 12s agreed
that they “participate in activities outside of class”. The District averages for
this question was 44% and 42% respectively. Also, 90% of Grade 10s and 90%
of Grade 12s agreed that they “respect people who are different from you.” The
District average for this question was 85% in both Grade 10 and Grade 12.
The Steveston parent survey is still under development. In the Satisfaction Survey, 68% of parents agreed that their child “participates in activities outside of class” and 80% of parents agreed that “personal differences are respected at school”. Again, only 30 parents responded to the Ministry’s Satisfaction Survey.
In a March, 2006 student self-assessment, 99% of Grade 8 students believed they were “meeting” or “fully meeting” expectations using the Performance Standards for Social Responsibility.
In the Ministry “2006 Citizenship Survey” completed by all Grade 8s in June,
students were asked 40 questions on a range of social issues. A few of the
highlights:
96% agreed that “students should accept responsibility for their actions.”
81% agreed that “problems between people are best handled by working together...”
76% agreed that “teenagers should find ways to help others in the community.”
34% answered “keep it” if “they found $20 in the back of the classroom.”
20% agreed that “other people’s problems don’t bother me.”
In a Grade 8 student survey completed anonymously in November:
97% agreed “ I am encouraged to set a positive example for others.”
95% agreed “I am interested in helping others if I can.”
100% agreed “I treat others who are different from me with respect.”
92% agreed “I am treated with respect by other students at Steveston.”
In 2005-2006 Report Cards, 31-37% of students received all “Gs” on their
report card for work habits (indicating “good” habits of work and levels of cooperation). This ranged from 57% (Grade 8s) to 24% (Grade 11s).
Part 2 - Overview of School Improvement Goals for 2006/2007
Goal No. 1
To improve student reading comprehension.
Performance Indicator(s) for Goal No. 1:
Grade 8 students will complete a school-wide reading assessment and we will decrease the number of students "not yet meeting expectations” by 10% (baseline to be established in the Fall of 2006).
95% of all Grade 8s and Grade 9s will report that they know and can use specific strategies when starting a new reading assignment.
The pass rate for English 10 and English 12 Provincial Exams will be over 90%.
Over 75% of all students (Grade 10 and 12) will report that they are getting better at reading on the 2006 Satisfaction Survey.
70% of parents will report that they are satisfied with the development of their child’s reading skills on a Steveston Parent Survey (to be developed).
Data Sources and Analysis Serving as a Rationale for This New Goal or Adaptation of Existing Goal:
While continuing to build on an area of strength at Steveston, we remain committed to this important goal because we believe that literate students are more successful in all areas of school. Literacy is also a significant focus of the District Accountability Contract and “Literacy Leaders” have been identified in every Richmond secondary school again for September, 2006. Reading is a complex and multilayered task, so the goal specifically targets "reading for information" as many academic courses in secondary school are text based. Finally, this goal has evolved from the work of the District’s Intermediate Literacy Project and we hope to continue and expand the use of performance based assessments in secondary reading. This goal is also contained in the School Performance Plan at London Secondary School and we hope to meet with London staff in 2006-2007 to align strategies and ideas.
Proposed Strategies to Address this Goal:
Identification of a new Literacy Leader in the school. Identify the selection and application of reading strategies across the Grade 8 and Grade 9 curriculum, including Performance Standards for Reading for Information (or other performance-based assessment) for all Grade 8s again next year. Provide release time for all Socials and English 8 (& possibly Science 8) teachers to plan & assess cross-grade assessment(s) and implications on teaching strategies. Extend student self-assessment using the PS for Reading for Information with Grade 9 students next year. Continue the Literacy Study Group that meets monthly at the school and try to encourage more staff to join this group. Improve the articulation with Grade 7 teachers and utilize their performance-based information on incoming Grade 8 learners. Communication with parents about the importance of reading through a regular "Reader’s Corner" in the school newsletter, the school web site and a targeted PAC presentation on adolescent reading. Our plan is to introduce parents to the performance standards so they can more clearly understand where their student is and how to support them at home.
Goal No. 2
To increase student social responsibility.
Performance Indicator(s) for Goal No. 2:
Satisfaction Surveys - 60% of Grade 10 and Grade 12 students will respond "many times" or "all the time" if they participate in activities outside of class hours.
70% of parents will report that they are satisfied with the development of their child’s social responsibility on a Steveston Parent Survey (to be developed).
Grade 8 Survey - 95% of Grade 8’s will "agree" or "strongly agree" that they are encouraged to set a good example for others at school.
95% of Grade 8 students will "meet expectations" on the Ministry Performance Standards for Social Responsibility.
90% of Grade 12s will fully meet the Graduation Portfolio Core requirement by “participating cooperatively and respectfully in a service activity.”
Report card work habits will be based on a consistent rubric and this will be
communicated to students in classrooms and published in the student agenda.
60% of students will receive a minimum of 2 Gs on their report card.
Data Sources and Analysis Serving as a Rationale for This New Goal or Adaptation of Existing Goal:
The attitudes, behaviour and social responsibility of all students is a school-wide topic that interests all staff and parents. Only 50% of Grade 10s and 57% of Grade 12s participate in activities outside of class “all of the time” or “many times” and, in past years, less than 60% of students agree that they are “learning to set an example for others at school” (this question was not included in the 2006 survey). Developing the students’ understanding of “social responsibility” as well as opportunities for every student to be involved in a service activity will be a ‘Core’ requirement of the new Graduation Portfolio. Finally, social responsibility is an important goal of the District Accountability Contract for Richmond.
Proposed Strategies to Address this Goal:
At Grade 8 Camp, all Grade 8 students will be introduced to the criteria of a “socially responsible” student and asked to set 1 specific goal in this area for this school year. The performance standards for Social Responsibility will be taught and used with all Grade 8 and self-assessments will be done with every Grade 8 student. In planning for the new Graduation Portfolio, the school will look at ways of engaging all Grade 10, 11 and 12 students in the mandatory Portfolio Core in Community Involvement & Responsibility by having them meet all five criteria in this area. The Restitution Program will be extended to students and parents as an alternative to traditional school discipline. Communication with students about the opportunities available to them for clubs and service activities will occur via a school-wide Clubs Day and regular announcements and with parents via the newsletter, school web site and PAC meetings. Finally, we will establish clear criteria for work habits letter grades (G, S, N) on report cards and this will be published in the student agenda.
Observations on Staffing and Resources Which May be Supportive of Your School Goals:
All meaningful change needs to be supported by providing time for professional educators to meet, discuss and plan. Teachers and support staff continue to look at student achievement data and wonder about how to revise teaching, assignments and practices to improve results. Unfortunately, the School Planning Councils and School Performance Plans do not come with any Provincial funding. The school is fortunate to have a block of teaching time for a “Literacy Leader” again in September to coordinate the Intermediate Literacy Project at the school.
Some school-wide professional development will again be committed to reading & literacy and social responsibility while these remain school-wide goals. All curricular departments will again be encouraged to establish a S.M.A.R.T. departmental goal each year that is focused on student achievement in their area.
District support for the school-wide Intermediate Reading Initiative will hopefully continue over the next several years.
Release time for all staff members interested in the instructional interventions & strategies and performance-based assessments for reading comprehension will be necessary.
For school goals to be relevant and meaningful, all school stakeholders need to be involved in examining student achievement information (how are our kids doing?), discussing and developing strategies for improvment (how can we make this better for all kids?). However, our SPC believes that teachers are the single-most important agents of change and growth in our school and we remain hopeful that they will continue to participate in School Planning Councils in the future.