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Random Island Academy

2012-2013 School Development Report

Mission Random Island Academy is committed to nurturing the development of every individual. Quality educational experiences will be provided in a secure, stimulating environment, challenging all to be productive members of society.

Random Island Academy Annual Report 2012-13 Page 2

Table of Contents Message from the Director of Education ............................................................................ 3 Message from Principal ...................................................................................................... 4 Message from School Council ............................................................................................ 5 Overview of School ............................................................................................................ 5

Our School Community .................................................................................................. 6 Key Highlights/Special Projects ............................................................................. ……6 Partnerships ..................................................................................................................... 9 2011-12 School Development Plan .............................................................................. 11

Summary Report on the School’s Most Current Data ...................................................... 19 School Developman Plan for Current School Year .......................................................... 34


Message from the Director of Education

A Message From DARRIN PIKE

CEO/DIRECTOR OF EDUCATION

This school development plan for 2013-14 outlines your school’s successes and highlights, while also determining the direction of the school in matters such as student achievement and professional development for the coming year. The planning and execution of a school development plan is an important process that must be undertaken by the entire school community. A thorough plan lays the foundation for a productive and successful school year and will be beneficial to every member of the school community, most importantly the students of your school. The school development plan contained in this report will be the final one completed under the strategic plans of the former English school districts. As we move forward with the development of a new strategic plan for the Newfoundland and Labrador English School District I thank our administrators, teaching staff, school councils and school communities for their efforts in developing and implementing the previous plans to ensure student success and achievement. I look forward with great enthusiasm to the progress we are going to make as we build upon these school development plans and continue to provide a quality education for every student in our province. Sincerely, Darrin Pike CEO/Director of Education


Message from Principal

I would like to thank and acknowledge the sincere efforts of all stakeholders at Random Island Academy, but in particular, the efforts of our out-going Principal, Mr. Peter Hackett. Our school has continued to show considerable progress and continued growth in establishing and maintaining a culture of mutual respect and understanding. I am currently into my seventh year of teaching and learning at Random Island Academy, six of which I have acted as Assistant Principal. To say the least, I believe that in terms of school culture and the building of a safe and caring school, this year has been by far the best. Academics, of course, is at the forefront of what we do, and we believe the internal and external data validate our current plan and, with only minor adjusting, leave us in a good position for continued growth. The external data received this year supported many of the goals and objectives as outlined in the current SDP, and there were no surprises. It is my privilege this year to continue to work collaboratively with the Random Island School Community to continue to foster and entrench a culture that promotes student achievement and respect for all. I would like to extend a special thank you to the staff at Random Island Academy. It is through their continued hard work and dedication that we can continue to grow Random Island Academy into the positive and effective learning environment that all of our children deserve.

Curt Blackmore Principal Random Island Academy


Message from School Council On behalf of the Random Island Academy School Council, I am honored to offer this message on what we believe to have been a very successful school year. One area of particular satisfaction for our council was the obvious engagement of the local community in our school. Our council gave approval for the school to host a monthly “Coffee House”, and the positive results of that one activity were obvious. In addition, our school was the benefactor of a major playground upgrade, as well as an immense project that resulted in the paving of our parking lot. There was an amazing amount of support from the parents, community, and staff throughout the year and our school benefitted greatly from it. It is through this continued support that we hope to continue to improve the learning community of Random Island Academy. Our council has been active in advising our school administration on matters related to teaching and learning, and this healthy partnership is one we hope to continue to the benefit of all of our children. I am excited to say that I feel our school showed continued growth this past year, and I look forward to its continuation. The people of the communities of Random Island have been tremendous in their support and have helped build a learning community of which they are very proud. We look forward to another successful school year in 2013-2014, a year in which we will be celebrating our 40th anniversary. Sherry Green School Council Chair, 2012-2013


Our School Community Random Island Academy is now part of the Newfoundland and Labrador English School District, Vista Region (formerly part of the Eastern School District). In 2012-2013 the school had 148 students from Kindergarten to Level 3. It served all 11 communities on Random Island. In the 2012-13 school year, Random Island Academy had a staff of 18.5 teaching units. We were fortunate to have specialists in Guidance, Physical Education, Music, Instructional Support, Pervasive Needs as well as Library Resources. We also had the services of 3 student assistants as well as secretarial, maintenance and custodial support. Along with our regular teaching staff, administration and support staff, we had access to itinerant services for speech-language pathology, hearing impairment, visual impairment, LNT and educational psychology. Our school offers the provincially prescribed curriculum from Kindergarten to Level 3. We offer a single stream with selected multi-aging occurring at grades1 / 2 as well as grades 5/6 and 7/8 in some areas. Though small, our school is proud to offer a complete and diverse high school program from Levels 1-3, including a range of general, academic and advanced courses. The use of CDLI allows the school to augment its offerings, particularly in academic sciences and advanced mathematics and science, as well as courses of special interest such as music, art and technology.

Key Highlights/Special Projects This year we continued to expand our Smartboard/Team Board technology into curriculum delivery. Lead teachers continue to implement this technology into their classrooms and have reported that students are extremely motivated to participate in learning using this interactive teaching tool. These same lead teachers have been instrumental in providing access to this resource to other staff members while providing them with guidance and training. Random Island Academy’s co-curricular activities continue to be vibrant and varied with a high level of participation from our student body. While many of these center around athletics and active living such as volleyball, basketball and cross-country running, there are activities and programs for everyone that expand into the arts as well. Random Island Academy has also held successful drama groups, arts clubs and music initiatives. All of these programs are only made possible through the exemplary dedication and involvement of the entire school community, students, teachers, parents and community members.


Student Council: The Student Council had a great year! We organized many spirit days and volunteered at many events throughout the year. The student council was also very activity in many fundraising events for the school. Sr. Girls Volleyball: We participated in 6 tournaments throughout the year, from Grand Falls to St. John's. This year we won the 2A Regionals and earned a place at the 2A Provincials. Jr. Girls Volleyball: We participated in 4 tournaments, and were the Grade 9 and Under Tier 2 Volleyfest Champions. The future is extremely bright for girls’ volleyball at RIA. Sr. Boys Volleyball: We participated in 6 tournaments throughout the year. The boys lost a close 2A Regional and competed well at all tournaments. Graduation: The graduation ceremony of 2013 was a great success. Held on May 4th, where the graduates enjoyed an outdoor garden theme with their closest family and friends. RIA wishes this year’s graduates all the best in the future. Healthy Active Living: The school community continues to be involved in Healthy and Active School and Positive Behaviour Supports. In conjunction with Eastern School District’s Healthy Food Policy and Safe and Healthy School initiatives and under the direction of our Healthy Active School team, comprised of students and teachers, our school continues to make it a priority to provide regular activity and promote healthy eating among our school community. Our very successful swimming program in primary and elementary was continued. Several times throughout the school year students were provided with healthy food buffets, usually following some form of school wide physical activity, such as walks or spirit activities. Cross Country: Our cross Country program was a major success for our students. Approximately 30 different Random Island Academy students from grade 1 all the way to Grade 12 participated in weekly practice runs at our school and various cross country meets throughout the district. Our school hosted a cross country meet that involved the students of four schools. In all our school participated in six different meets with good representation at the podium. Sr. Drama Group: The Sr. Drama group was very active once again in our school as they attended the regional drama festival for the sixth consecutive year. With weekly practices starting in October, the troupe wrote another original script which was performed at the regional festival held in Clarenville. The play, a Newfoundland-themed comedy, was well-received and won two awards after the final adjudication. In total twenty-two students participated in the senior drama program which is entirely an after-school program.


Guitar Club: This year students who were interested in learning guitar were able to do so in an after-school group. Students were broken into two groups depending on ability, to learn the basics of guitar playing and to rehearse songs. The highlights for these groups were performances at the annual Christmas and spring concerts. In addition, through our guitar group, we saw the formation of a high school four-piece band that performed at our first ever Envirofest day and our awards/recognition night. We look to further the fine arts in respect to guitar and bands in the next school year. Coffee Houses: As a means to both engage the community in a fun way and to fundraise for school activities, our school was active in hosting throughout the fall and winter a series of monthly “Coffee Houses”. For a nominal fee, community members could visit the school to see a variety of entertainment provided by students and community members. Throughout the night a lunch would also be provided. These nights quickly became popular with people lining up to perform. Community involvement in our school is at the highest level it has been in years, and the monthly coffee houses are one of the reasons that this is so. Due to the popularity of these coffee houses which ran from October to March, we decided to change the format of our student & Volunteer Recognition Night to assume a Coffee House feel. Feedback from teachers, parents, students and Community Members indicate that this format was a welcomed change that should be continued in the future. Green Team & Envirofest: Our Green Team was very active in our school promoting awareness for important issues and holding the regional Envirofest in June. This was a major event that saw a partnership with Newfoundland Power, Balsoms Gardens, And the Provincial Government. This event also lead to some beautification initiatives such as the tree planting in front of our building. Table Tennis: We offered an after school table tennis program for gr.4-gr.12 students. Senior Boys Softball: our Sr. Boys represented our school at the 2A regionals. 16U Volleyball: our team represented the school at NLVA provincials. Hershey Track and Field: students from grade 3-8 travelled to Mount Pearl for the Provincial meet. One student from our school placed second in her age group for the softball throw, for the entire province. Lego Robotics: This was a first-time program for Random Island Academy. The Robotics team consisting of gr.6-9 students travelled to the provincial competition in Mount Pearl. Golf in Schools: Jim Stick from Golf NL came to our school for a full day of golf lessons for all physical education students.


Active Living Field Trips - Gr.7-12: students travelled to Clarenville for a day of bowling and ice skating. Students also traveled to white hills for a day of skiing, snowboarding, and snowshoeing. Active Living Field Trip - Gr. K-6: Students travelled to Clarenville to go ice skating. Healthy Commotion Day: the entire student body enjoyed a day of fitness, cooperative activities, and a healthy breakfast. Active Reading for Active Living K-12: Collaborative reading/exercise program coordinated with a fellow teacher to promote independent reading and physical activity. Following the model of Positive Behaviour Supports, our school continues to implement its own model named SOAR. Based on the notion of reinforcing positive behaviours among students and using respect as the basis upon which we reinforce positive behaviours, this program is well on its way to becoming part of our school culture. To say the least, our school is a busy place that strives to offer a vibrant array of opportunities for our students. Consider the following list of other activities that occurred during the 2012-2013 school year: • Tutoring for Tuition • Intra-mural Athletics • Green Team • Breakfast Program • Walk to Breakfast • Terry Fox Walk • Public Speaking (in-school, Lion’s Club and Kiwanis) • Literature Fair • Heritage Fair • Healthy Active School Team • Envirofest • Primary, Elementary & Intermediate Choir • K-12 Reading Program


Partnerships Random Island Academy’s Breakfast Program continues to be a successful venture, largely as a result of partnerships fostered some years ago with the local Ministerial Association and the Kids Eat Smart Foundation. Many parent volunteers and staff members continue to drive this program making a healthy snack available for all members of our school community each and every day the school is open. The local Lion’s Club continues to play a key role in our school. They have also been instrumental in our efforts to promote Public Speaking from grades 4-Level 3 at our school. Along with hosting their own high school competition, they have for several years supported public speaking from grades 4-9, through their provision of cash prizes as well as judges for the school-based competitions. This past year, the Salvation Army partnered with our school to provide a major upgrade to our school playground. As part of the remnants of Hurricane Igor Relief, the Salvation Army was charged with providing a playground to be used by the whole community. It was agreed that as the school serves the entire island, and all children go to our school, the best place to invest in playground equipment was at Random Island Academy. Our Green Team was a vibrant part of our school environment and as such was approached by Newfoundland Power to partner with them to host a major Envirofest. The event, which was attended by students and staff of Swift Current Academy as well as the general local community was a resounding success, and speaks to the importance of continued partnerships with the local and business community. These are but a few of the many partnerships that exist in our school. We look forward to continuing our partnerships with our current partners and look forward to engaging in new partnerships in the future.



School Development Plan 2012–2013


Goal 1: Improve student learning and achievement across the curriculum through enhanced learning

within an inclusive environment Objective 1.1. To improve student achievement on informational text /demand writing to a level 3 by June 2013.

Objective 1.2. To improve student achievement in constructive response (CR) questions by June 2013.

Strategies: 1.1.1 Make informational text/demand writing a focus

during divisional meetings. 1.1.2 Professional Development for Constructive Response

rubric held. ELA specialist to disseminate to staff. 1.1.3 Administer at least one Constructive Response on

informational text per term. 1.1.4 Utilize ELA Program Specialist 1.1.5 Collaboration between teachers 1.1.6 Using and modeling exemplars 1.1.7 Use of word walls 1.1.8 Ensure work is returned to students with constructive

feedback provided 1.1.9 Direct teaching of appropriate terminology 1.1.10 Team Teaching of necessary skills at particular grade

level/ability level. Ensure team teaching is utilized at the greatest need.

1.1.11 To begin a school-wide demand piece for assessment and evaluation

Strategies: 1.2.1 Focus during divisional meetings 1.2.2 Professional Development for Constructive Response

rubric. ELA specialist to disseminate to staff. 1.2.3 Have LNT visit school/classrooms 1.2.4 Model constructive response exemplars 1.2.5 Introduce students to the rubric and explain how it

works 1.2.6 To make information more accessible to parents

through use of the internet. 1.2.7 Have information sessions for parents 1.2.8 Promote CR outside of the classroom (ex: Math fairs,

Math day, etc.) 1.2.9 Provide constructive feedback (verbal & written) 1.2.10 Develop questions to model CRT format 1.2.11 Use of word walls 1.2.12 Direct teaching of appropriate terminology 1.2.13 Collaboration between teachers 1.2.14 Team teaching of necessary skills at the particular

grade level. Ensure team teaching is utilized at the greatest need.



Indicators of Success: Internal and external assessments Scheduled divisional meetings with a focus on

informational text and demand writing Internal school-wide PD provided on provincial

constructive response rubric. Compete 3 school-wide demand pieces before June 2013

to track student progress Program specialist has visited school/classrooms Exemplars have been used to model constructive response

answers Students using appropriate terminology and demonstrating

it through their writing

Indicators of Success: Internal and external assessments Scheduled divisional meetings with a focus on constructed

response Internal school-wide PD provided on provincial

constructive response rubric. Implementation of school based marking panel LNT specialist has visited school/classrooms Exemplars have been used to model constructive response




Goal 1. Support Plan

Financial Professional Development Sessions/ Close–out Time/Time Required Communication

Individual student whiteboards for each class

Making posters and high interest reading materials, graphic novels, support material for course outcomes.

Subscription to Bold Print Magazine

Implementation of marking panel Schedule divisional meetings to

occur during the school day Program Specialist/Numeracy

Support to visit classrooms at least once per term

Program Specialist/Numeracy Support to attend at least one divisional meeting per term

Time to collaborate with teachers/ visit classrooms of other schools

School-wide PD surrounding constructive response rubric

More communication with parents via the internet

School-wide PD for constructed response

Teacher collaboration for constructed response


Goal 2: To create and maintain a school culture that fosters a safe, healthy, caring, socially just and collaborative learning environment

Objective 2.1. To create a culture of mutual respect by June 2013

Objective 2.2. To promote and encourage responsible behaviours by June 2013

Strategies: 2.1.1 Education on individual differences through

information sessions, guest speakers, etc. 2.1.2 Positive behavior reinforcements throughout all grade

levels (triple A’s and gotchas) 2.1.3 Increase opportunities to build rapport between

teachers, parents and students through team teaching 2.1.4 Celebrate success through monthly assemblies, local

newspapers, ESDNL website, etc. 2.1.5 Start a committee for PR for RIA 2.1.6 No tolerance policy on bullying and anti-bullying

program implemented 2.1.7 Continued enforcement of school discipline policy 2.1.8 Ensuring the student code of conduct is discussed and

placed in every classroom and placed on the school webpage

2.1.9 Include a discipline policy within each students agenda and place on school webpage

2.1.10 Increase opportunities for student leadership within the school

Strategies: 2.1.1 With teacher discretion, students are reprimanded for

coming to class without all their materials 2.1.2 Positive Behaviour Supports including triple A’s and

gotchas 2.1.3 Monthly award ceremonies that recognize academics,

attitudes and responsible behaviours 2.1.4 Expand the use of the website, school calendar and

Synervoice to remind parents to check assessments and evaluations that have been sent home

2.1.5 Teachers have websites that outline classroom expectations and assignment guidelines and link to webpage

2.1.6 Continue monthly reports outlining student evaluation 2.1.7 Continue the teacher/student mentor program


Indicators of Success: A number of information sessions have been completed Informal observations and less incident reports

submitted to the office Opportunities have been provided to build rapport See an increased parent presence within the school Monthly assemblies were held the student code of conduct is discussed and placed in

every classroom The discipline policy is included in each students

agenda Provide opportunities for student leadership within the

school

Indicators of Success: Students pass assignments in on time Less incident reports at the office Students seek help/ask questions Students come to class with all materials Have monthly award ceremonies Use Synervoice to communicate with parents Teachers have websites Monthly reports are being completed and sent home Implement teacher/student conferencing Students approach teacher mentors within the school




Money for reward programs Money to include the code of

conduct in each agenda

PD on the implementation of student/teacher mentoring

Time during the school day for teacher advisory meetings

Time allotted for information sessions/guest speakers

Time for award assemblies (monthly)

Time to set up teacher websites


Operational Issues for 2010-11

Operational Issue Intended Action Instructional time Intermediate religious education only 50% of where it should be

In 2011 Religious Education will meet provincial requirements

One third of parents believe that the school does not offer a variety of courses or programs

Communicate to parents regarding course offerings

Guidance allocation reduced to provide instructional support

Identified students could avail of additional SA support

Reevaluate allotments for the coming year

Specific needs identified to meet curriculum outcomes (technology, art supplies, books for library, etc.)

School is committed to purchase teacher laptops and continue to update technology within the building. Over the next 3 years all classrooms will be equipped with a Smartboard

A critical response team needs to be actioned Action a critical response team Need for curriculum related meetings Implementation of high school divisional meetings Technology Lab access Reevaluate lab schedule to ensure equal access for all students Regular review of external data Set time to have regular review external data (divisional meetings) There needs to be fine arts curriculum at the high school level

Administration will consider different possibilities for course offering in the area of fine arts at the high school level


Summary Report on the School’s Most Current Data There has been consistent data which supports the notion that many students are struggling readers in both primary and elementary. There is a need to determine where students are on the reading continuum (reading level) and produce support initiatives to improve this cycle. In particular, at the elementary level, our students struggle with making inferences as well as personal connections although the data shows a noted improvement in poetic and fiction reading. In addition, students at the primary level (Grade three) have shown great progress in demand writing – particular that which is creative in nature. As well, students performed strongly in both areas of non-fiction and fiction reading. While there are areas in which to celebrate our students’ success, the data would indicate that reading and writing will continue to be areas of concern. The results at the intermediate level this past year were strong. In both reading and writing students performed at or above both the district and the province. Growth certainly occurred in the area of demand writing and reading and this has been a focus of our school development plan. While this group performed well on the external assessment, we can still see the cognitive domain as an area of potential and continued growth. This group of students in 2007 (grade 3) performed very strongly on the external assessment but dropped in their performance in 2010 (grade 6). We can assume, in addition to other factors, that our focus in our school development plans since that time have had an impact on the improved performance of this class in grade 9. The High School results from 2012-13 indicate that students are experiencing success with CDLI courses – particularly with advanced courses. Students who were not successful in distance courses were isolated cases which were well documented at the school level. Our graduation status didn’t reflect the level of programming for our students. Of the 15 students in our graduation class, only 7 graduated with academic diplomas (1 with honours) although ten had been enrolled in academic courses. This will be focused on during planning and the necessity of continuing to have high expectations for all students in addition to proper preparation for formal assessments.


Provincial Assessment Data

Reading Records for Grades 1 and 2 Grade 1: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment = 9

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province

71.4 64.6 62.6 14.3 67.4 64.6 33.3 60.2 60.2 22.2 59.2 58.7

What do these results tell us? These results are quite alarming and indicate that reading for these grade levels is a particular area of concern. Data analysis at

the school level highlighted this area of focus, and our school development plan was adjusted accordingly.


Grade 2: Percentage of Students (in June) at or above the Provincial benchmark Grade 2 Enrolment = 5

2009/10 2010/11 2011/12 2012/13


69.2 72.6 72.6 77.8 74.8 73.8 77.8 68.1 66.9 65.6 64.5

What do these results tell us? There is no data reported in the above table for our school. Due to the small size of the class the information has been omitted

for privacy reasons.


Provincial Assessment data by strand for grades 3 and 6

Grade 3 English Language Arts Grade 3 Enrolment = 11

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 90.0 92.5 92.2 83.3 79.8 79.7 61.9 67.8 67.5 74.4 73.0 72.7

Listening 76.4 80.8 80.9 91.0 87.9 87.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand

Writing 42.9 74.4 73.9 60.0 73.2 72.0 87.5 81.5 81.7 75.5 65.2 64.4

Poetic 63.6 71.1 71.5 71.4 79.0 77.8 50.0 48.8 47.9 88.9 66.9 65.2

Informational 60.0 62.9 63.6 87.5 53.1 52.8 85.7 64.3 64.4 100.0 80.3 80.1

Listening 41.7 61.5 59.9 100.0 69.5 68.9 What do these results tell us? The students who wrote the Grade 3 CRT performed very well. The achievement in this class is to be celebrated, but a

continued focus on reading and demand writing will continue. As well the strategies put in place to address informational text seem to have garnered results and should also be continued.


Grade 3 Mathematics Grade 3 Enrolment = 11

2009/10 2010/11 2011/12 2012/13


Multiple Choice Number

Operations 74.4 75.2 76.0 88.4 74.2 74.6 68.8 72.8 72.5

Number Concepts 80.8 76.8 77.3 87.7 77.5 78.2 69.8 78.5 78.3

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 61.5 59.2 62.2 36.4 58.8 61.1 50.0 72.9 72.2

Communication 38.5 57.9 61.5 45.5 58.7 60.5 62.5 74.4 73.4

Connections & Representations 69.2 66.1 68.1 72.7 63.7 65.2 62.5 80.2 78.7

Problem Solving 61.5 66.7 68.3 100.0 77.3 77.1 75.0 83.5 82.6

What do these results tell us? While an external assessment was not written last year, the existing trends show that all of the math categories are areas of

needed continued focus. In particular, mathematical reasoning has shown to be an area that needs to be addressed in the primary grades.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 78.3 81.7 81.0 72.4 80.3 79.5 69.3 71.6 71.1 68.2 79.0 78.5

Listening 94.0 87.4 86.7 58.6 68.2 67.0


Demand Writing 90.0 83.3 81.3 78.6 75.4 74.7 42.9 74.8 74.9 42.1 78.9 76.5

Poetic 66.7 70.6 69.9 50.0 67.9 66.2 42.9 49.9 50.4 76.9 83.6 82.1

Informational 66.7 70.2 68.4 36.4 59.8 58.7 28.6 57.3 58.6 58.3 83.9 83.6

Listening 80.0 69.3 66.6 0.0 54.4 51.8

What do these results tell us? These results show that students at the elementary level are still not performing at the same level as students in the district or

the province. The data for this class in Grade 3 showed a class struggling to perform in several strands of ELA, and their grade 6 data has not changed. Obviously reading and writing will continue to be a focus for teaching and learning in the elementary grades, and is reflected in the school development plan.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 78.8 71.8 72.3 72.1 66.6 67.4 72.2 62.0 62.4

Number Concepts 79.3 76.6 76.9 83.1 74.6 74.9 67.1 67.1 67.2


Reasoning 81.8 53.0 54.5 61.5 51.1 52.3 62.5 58.3 58.9

Communication 54.6 44.5 46.4 61.5 42.4 44.3 75.0 56.8 56.6

Connections & Representations 45.5 42.8 43.8 53.9 33.2 35.2 75.0 58.7 58.6

Problem Solving 81.8 56.5 57.7 84.6 67.9 68.1 62.5 65.7 65.6

What do these results tell us? While there was no provincial assessment completed in math last year, the trends in data show that students in our school

have performed reasonably well compared to the district and the rest of the province. It is our hope that the continued implementation of teaching and learning strategies will continue to garner positive results in student achievement.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Poetic 76.2 85.3 85.2 54.6 65.4 64.7 60.0 67.3 66.6

Informational 76.9 79.8 79.3 59.2 72.3 71.2 75.0 77.1 76.8 48.0 56.7 55.9


Demand Writing 64.3 86.6 85.5 61.5 82.7 83.3 73.7 91.5 90.6 100.0 93.6 92.7

Poetic 7.7 74.3 73.2 38.5 62.9 61.4 100.0 92.6 91.9

Informational 30.8 70.5 70.2 30.8 69.6 69.2 100.0 90.9 88.8 100.0 87.5 86.2

What do these results tell us? Students performed very well in relation to the district and rest of the province. The informational section at first glance

appears to be an area of concern, however a closer examination of the data would show that our performance in this category (in relation to how the district and the rest of the province performed) is not that far off the mark. In addition, it is the multiple choice questioning in the informational strand that may need the extra focus as the students performed very well in the constructed response section of this strand.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 64.6 69.1 69.4 45.1 64.2 64.4 57.8 68.0 68.0

Number Concepts 61.4 59.0 59.0 45.1 64.2 64.4 57.8 68.0 68.0 Patterns and

Relations 67.4 74.8 75.2 45.3 66.5 66.0 63.5 70.8 70.7

Measurement 72.6 65.9 67.5 43.1 63.4 63.7

Geometry 64.3 68.6 69.4 57.7 74.8 76.0 Data Management

and Probability 80.4 65.3 65.9 76.9 88.2 87.9 66.7 85.8 85.5


Number Operations 36.6 48.2 48.9 19.8 52.8 53.6 58.5 68.1 68.1 Patterns and

Relations 45.2 61.0 60.4 37.2 60.5 59.5 54.8 55.2 55.2

What do these results tell us? While there was no formal provincial assessment written last year, the data trends show that all strands of math will continue to

be areas of continued concern. The data trend shows that for the most part, we have performed at a lower level than the district and the province in most of the categories and thus need to address this in our school development plan.


Public Exam data (4-year trend data (average final mark))

Course 2009/10 2010/11 2011/12 2012/13


French 3200 72.8 72.6 72.7 68.2 73.9 72.7 62.2 71.6 72.7

Français 3202 74.6 74.7 73.5 73.7 75.3 75.6 76.0 75.7

Mathematics 3204 50.0 61.1 61.7 55.4 61.4 62.0 58.5 62.6 62.8 57.1 60.6 61.3

Mathematics 3205 88.5 79.0 77.9 78.0 80.1 79.3 90.0 80.1 79.1 95.0 79.8 79.8

World Geography 3202 65.2 63.7 64.6 67.2 67.3 68.0 71.4 68.4 68.8 62.0 68.2 70.0

World History 3201 66.9 67.1 69.5 68.8 69.3 70.0 70.5 67.6 68.6

Histoire mondiale 3231 70.0 69.9 70.1 69.1 74.9 74.7 74.8 72.7

Biology 3201 64.1 64.4 54.3 64.8 64.0 63.8 66.1 65.9 58.2 67.5 66.5

Chemistry 3202 88.0 70.5 70.8 64.8 71.7 71.1 79.5 72.2 71.3 93.0 71.6 71.9

Physics 3204 46.0 70.8 71.0 60.5 74.4 74.0 58.0 74.6 74.5 90.0 74.8 75.0

Earth Systems 3209 62.0 61.4 61.8 61.7 63.2 62.6 60.3 60.3

English 3201 59.4 66.7 66.5 63.1 66.3 66.2 63.9 65.2 65.0 64.2 69.6 69.3 What do these results tell us? Note, in some cases, performance below the Provincial average can be attributed to a particular area or areas in the curriculum. These areas can be identified by analysis of “sub-test” results. These areas if they exist should be identified. It was felt by our teaching staff that our public exam results were accurate. The areas of Math and the Sciences and writing formal exams in these subject areas will continue to be a focus for our school. Students doing advanced courses have been placed in the appropriate courses


Advanced/Academic/General Enrolment Percentage of Students enrolled in Academic/Advanced/General Level III courses High School Enrolment = _15_____

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province AdvancedMathematics (Math 3205) 40.0 19.3 61.3 11.5 21.0 20.3 7.7 21.6 21.2 8.3 20.5 19.6

Academic Mathematics (Math 3204) 60.0 62.6 18.6 46.2 58.6 58.0 65.4 58.2 58.4 91.7 62.6 62.5

General Mathematics (Math 3206) 0.0 18.2 20.1 42.3 20.4 21.7 26.9 20.3 20.5 0.0 16.9 17.9

Academic English (English 3201) 47.6 76.8 75.0 63.2 77.3 74.2 73.9 79.3 76.6 64.7 79.0 76.5

General English English 3202 52.4 23.2 25.0 36.8 22.7 25.8 26.1 20.7 23.4 35.3 21.0 23.5

What do these results tell us? The data indicates that the majority of graduating students at our school are enrolled in academic programs. We have worked

hard to build a culture committed to learning and academic achievement and look to continue to build upon this. Our data does show, though, that we have a higher percentage of students taking general core courses than the district and the rest of the province.


Graduation Rate and Status Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General High School Enrolment = __15____

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Graduation

Rate 93.8 91.6 92.6 100.0 91.4 91.7 100.0 92.5 92.7 100.0 94.2 94.2

Graduation Status

Honors 13.3 26.9 24.6 16.7 29.5 26.3 14.3 30.5 27.7 6.7 31.6 29.6

Academic 13.3 41.5 39.0 25.0 41.8 40.8 47.6 40.8 40.1 40.0 39.8 38.6

General 73.3 31.6 36.4 58.3 28.7 32.9 38.1 28.7 32.2 53.3 28.6 31.8 What do these results tell us? While we have a 100% graduation rate, we have a higher percentage of students graduating with a general diploma, and much

less with honours. While this trend is somewhat alarming, you can also notice from the data that our academic graduation rates are getting higher, and this data does not reflect the fact that some of the students graduating with general diplomas did in fact enroll in academic core courses.


Scholarships Number of Level III students = ________ Provincial Government Scholarships

2009/10 2010/11 2011/12 2012/13

Junior Jubilee

Electoral

Centenary

Moss

Total Scholarship/Bursary Offers

2009/10 2010/11 2011/12 2012/13 Number of Students Awarded a Scholarship or Bursary

Total (estimated) Dollar Figure Offered (all students)

What do these results tell us? There is no data listed in the tables. However there may be a gap in how the recording of scholarships happens, as students in our school have been awarded scholarships. This is something, I suspect, that will have to be done at the school level.


Internal Assessment Data For the most part, it would be safe to say that our internal and external data align and tell the same story. Reading and writing skills at the lower primary grades were a major area of concern for our teachers whereas the grade three students seemed to be performing where they should. This trend was consistent throughout the year and was later born out on the external assessments. In terms of our high school students, our academic indicators showed that students enrolled in academic high school courses – particularly academic math courses – were meeting with difficulty and could perhaps be unsuccessful at the end of the year. As a stopgap to this, much time and energy was put into developing strategies for these students so as to improve their overall performance. Tutoring for tuition, TWEP, after school tutorials, and lunch-time help centers were all established and/or utilized to try to increase student achievement. For all that, there were students who were still unsuccessful and graduated with general status. Our internal assessment data also indicated that our Grade nine class was a fairly strong class in all subject areas. Most of the students made the honour roll in-house (80% average), and most performed at a level 3 or higher in virtually all areas of the external assessment. There were no surprises with any of the data. Our elementary students were identified fairly quickly as a group that contained several strugglers. Literacy and numeracy skills – even at the basic level – were skills with which many in this group struggled. One measure that was instituted to try to promote literacy was the formation of a reading program. While the program worked to promote reading as a fun activity and increase the volume of books read by students, achievement data both internally and externally indicated that this class (as well as the grade 5 class) will need to continue to try to improve their literacy skills. Part of our school development plan focused on school culture. I think it would be more than fair to say that the school culture of our school has greatly improved – in particular over the last two years. We have instituted a detention program centered around academic expectations (classroom behavior) and have noticed a drastic decline in reported incidences and student suspensions. In addition, students in all grades, when surveyed, indicated that they felt safe in our school and, in fact, enjoyed coming here to learn. Our school development plan will continue to focus on student achievement in the two core areas of literacy and numeracy. Reading and demand writing as well as core math skills will be at the centre of our student achievement goals for our students. As such, we have developed goals for Constructed Response writing as well as demand writing and informational texts written to include all subject areas – including math. As well, our school is well-positioned to engage our learners as 21st century learners. We have added strategies that focus on utilizing available technologies such as Edmodo, and of course, Powerschool. Our class numbers are at a place


where students can avail of, and use the available technologies to learn, but more importantly, whereby our teachers have the flexibility to move from traditional methods in order to try to better teach our children. As well, Random Island Academy will continue to strive to provide a safe, caring place for our staff and students to come every day. As a staff, we will continue to explore positive behavior supports, as well as utilize the available modern technologies to better communicate with parents. Our school development plan is a working document that speaks to the needs of our learning community, and therefore will be the centre of staff meetings, school council meetings, and divisional meetings. School Development Plan for Current Year The current SDP focuses on two goals: to improve student learning and to create an environment that fosters the attainment of goal 1. The goal of academic achievement is greatly impeded by the need of mutual respect and responsible behaviors as outlined in the plan. However, through the combined efforts of the school community, it is hoped that the new culture of respect for self, others and learning will continue to improve the current data as outlined in this report.



School Development Plan 2013–2014


Goal 1: Improve student learning and achievement across the curriculum through enhanced learning within an inclusive environment

Objective 1.1. To improve student achievement on informational text /demand writing to a level 3 by June 2014.

Objective 1.2. To improve student achievement in constructive response (CR) questions by June 2014.

Strategies: 1.1.13 Make informational text/demand writing a focus

during divisional meetings. 1.1.14 Professional Development for Constructive Response

rubric held. ELA specialist to disseminate to staff. 1.1.15 Administer at least one Constructive Response on

informational text per term. 1.1.16 Utilize district and in-house ELA Specialists 1.1.17 Collaboration between teachers 1.1.18 Using and modeling exemplars 1.1.19 Use of word walls 1.1.20 Ensure work is returned to students with constructive

feedback provided 1.1.21 Direct teaching of appropriate terminology 1.1.22 Team Teaching of necessary skills at particular grade

level/ability level. Ensure team teaching is utilized at the greatest need.


Strategies: 1.2.15 Focus during divisional meetings 1.2.16 Professional Development for Constructive Response

rubric. ELA specialist to disseminate to staff. 1.2.17 Model constructive response exemplars 1.2.18 Introduce students to the rubric and explain how it

works 1.2.19 To make information more accessible to parents

through use of the internet (Edmodo, Twitter, School Webpage)

1.2.20 Have information sessions for parents 1.2.21 Promote CR outside of the classroom (ex: Math fairs,

Math day, etc.) 1.2.22 Provide constructive feedback (verbal & written) 1.2.23 Develop questions to model CRT format 1.2.24 Use of word walls 1.2.25 Direct teaching of appropriate terminology 1.2.26 Collaboration between teachers 1.2.27 Team teaching of necessary skills at the particular

grade level. Ensure team teaching is utilized at the greatest need.



Indicators of Success: Internal and external assessments Scheduled divisional meetings with a focus on

informational text and demand writing Internal school-wide PD provided on provincial

constructive response rubric. Compete 3 school-wide demand pieces before June 2013

to track student progress Program specialist has visited school/classrooms Exemplars have been used to model constructive response



Indicators of Success: Internal and external assessments Scheduled divisional meetings with a focus on constructed

response Internal school-wide PD provided on provincial

constructive response rubric. Implementation of school based marking panel LNT specialist has visited school/classrooms Exemplars have been used to model constructive response






Individual student whiteboards for each class

Making posters and high interest reading materials, graphic novels, support material for course outcomes.

Subscription to Bold Print Magazine

Implementation of marking panel Schedule divisional meetings to

occur during the school day Program Specialist/Numeracy

Support to visit classrooms at least once per term

Program Specialist/Numeracy Support to attend at least one divisional meeting per term

Time to collaborate with teachers/ visit classrooms of other schools

School-wide PD surrounding constructive response rubric

More communication with parents via the internet

School-wide PD for constructed response

Teacher collaboration for constructed response


Goal 2: To create and maintain a school culture that fosters a safe, healthy, caring, socially just and collaborative learning environment

Objective 2.1. To create a culture of mutual respect by June 2014

Objective 2.2. To promote and encourage responsible behaviours by June 2014

Strategies: 2.1.11 Education on individual differences through

information sessions, guest speakers, etc. 2.1.12 Positive behavior reinforcements throughout all grade

levels (gotcha program for K-6) 2.1.13 Increase communication and learning opportunities

amongst teachers, parents and students through team teaching and the adoption of 21st century learning technologies and teaching strategies

2.1.14 Celebrate success through monthly assemblies, local newspapers, ESDNL website, etc.

2.1.15 Start a committee for PR for RIA 2.1.16 No tolerance policy on bullying and anti-bullying

program implemented 2.1.17 Continued enforcement of school discipline policy 2.1.18 Ensuring the student code of conduct is discussed and

placed in every classroom and placed on the school webpage (review)

2.1.19 Include a discipline policy within each students agenda and place on school webpage (review)

2.1.20 Increase opportunities for student leadership within the school

Strategies: 2.1.8 Continuation of the detention program for students

who continually come to class unprepared. 2.1.9 Explore Positive Behaviour Supports including gotchas 2.1.10 Monthly celebrations to recognize positive student

achievements in school related to academics, attitudes and responsible behaviours

2.1.11 Expand the use of the website, school calendar and Synervoice to remind parents to check assessments and evaluations that have been sent home

2.1.12 To utilize powerschool technology to quickly provide information regarding student grades to parents.

2.1.13 Continue monthly reports outlining student evaluation(review)

2.1.14 Implement both a staff and student healthy activity to happen at least once a month.


Indicators of Success: A number of information sessions have been completed Informal observations and less incident reports

submitted to the office Opportunities have been provided to build rapport See an increased parent presence within the school Monthly assemblies were held the student code of conduct is discussed and placed in

every classroom The discipline policy is included in each students

agenda Provide opportunities for student leadership within the

school

Indicators of Success: Students pass assignments in on time Less incident reports at the office Students seek help/ask questions Students come to class with all materials Have monthly award ceremonies Use Synervoice to communicate with parents Teachers have websites Monthly reports are being completed and sent home Implement teacher/student conferencing Students approach teacher mentors within the school




Money for reward programs Money to include the code of

conduct in each agenda

PD on the implementation of student/teacher mentoring

Time during the school day for teacher advisory meetings

Time allotted for information sessions/guest speakers

Time for award assemblies (monthly)

Time to set up teacher websites


Operational Issues for 2013-14

Operational Issue Intended Action Cleanliness of rooms at the end of the day Change 2nd homeroom to end of the day Limit primary traffic in high school Create a reading room on the primary wing for K-6 Better promote green team initiatives Put recycling canisters throughout the school Promote school pride Design new logo (for 40th anniversary)

Hang banners in the gymnasium Improve wifi for teachers Laptops have been purchased

Look into wifi extenders, and network cards A critical response team needs to be actioned Action a critical response team Need for curriculum related meetings Implementation of divisional meetings in the 14 day schedule Powerschool implementation Teachers need to be trained in powerschool (attendance) and Gradebook Regular review of external data Set time to have regular review external data (divisional meetings) Make use of Ipad technology Purchase Ipads and Ipad mini’s for the school

random island academyguitar club: this year students who were interested in learning guitar were...

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