School Plan for Continuous Learning

School Plan for Continuous Improvement
Reesor Park P.S. is committed to supporting the Board’s literacy focus under the three Board focus areas of Quality Schools, Building Family and Community Capacity and Quality Workplaces.
The following is an outline of our school’s Plan for Continuous Improvement including highlights of some of the strategies to support student achievement.

Curriculum and Student Achievement

Reesor Park Public School is committed to improving the overall reading, writing and mathematical skills for all students.  We are striving to meet the Ministry of Education's target of having 75% of our students perform at levels three and four by 2008.  Through the support of professional development and Board personnel, we are identifying at-risk students, analyzing ongoing data, accessing resources and providing specific teaching strategies as well as parent workshops to improve student performance.

Parent and Community Involvement

Reesor Park Public School is committed to enhancing student achievement through building positive partnerships with our parents and community.  We believe in success for all students and are further committed to developing within each student the attitude, knowledge, and skill base required to be a contributing and responsible member of Canadian society.  Pathways which is a subcommittee of School Council, recently distributed a community survey.  We are proud of the strong response rate of our parents to this questionnaire.  Results are currently being tabulated and will become the focus for implementing strategies to enhance home-school communication.

Effective Schools

Reesor Park Public School is committed to providing a safe, nurturing learning environment for students, staff, parents and visitors.  Some of our strategies include  following the school's recently revised code of conduct, Volunteer Orientation training, providing student support groups, extra-curricular activities, structured play activities during recess, extended field trips and various student leadership opportunities.

School Administration Profile

As the administrator of Reesor Park Public School, I feel privileged and proud to be a member of the learning community that inspires and prepares learners in our changing world.  Our teachers and support staff are dedicated to making Reesor Park a safe, nurturing and vibrant learning community where students, parents and staff work together as partners to enhance student achievement.  While we value academic excellence, we are also committed to fostering personal, interpersonal and citizenship development.  We hope our students will encounter many new learning opportunities that challenge them to be creative thinkers, thorough problem solvers, effective communicators and caring citizens who value themselves, others and learning.  Our students are encouraged to embrace every opportunity to set clear goals, to persist in working hard and do their best.

In keeping with Reesor Park's rich tradition of strong parental involvement and support, we welcome parents and community members to share individual talents.  I believe this focus on student success, high expectations, creative problem solving and embracing parental involvement facilitates an optimum environment for student learning.

EQAO

 Percentage of all students at or above the Provincial standard (levels 3 and 4)
2004-2005
 

Percentage of all students at or above the Provincial standard (levels 3 and 4) over time

Grade 3 Results

                        2001-2002            2002-2003              2003-2004             2004-2005

Grade 6 Results

                        2001-2002            2002-2003              2003-2004             2004-2005

Reesor Park P. S.
2004-2005 EQAO Analysis

Grade 3
R-still strong need to ensure maintain 78%
W-upward trend 68-78%
M-need to maintain growth 62-85%

Grade 6
R- steady growth 55-65%
W-slow growth 49-61%
M-flatline 51-52%

General Comments

• Scores include exempted students grade 3 (4-7%), grade 6 (6%),
• Grade 3 Reesor spec ed 7%, grade 6 Reesor spec ed 15%, province 13%
• Board wide 95% participate, 9% spec ed, more ESL than province
• Generally fairly even split male/female, grade 6 10% more boys
• 81% of participants born in Canada, 7% ESL
• Aim 75% by 2008
• Small school- 10% difference in class of 30 is 3 students

Comparing School-Board-Province

• Grade 3 R/W/M- significantly above board and province
• Grade 6-R below the board and almost same as province
• 6-W somewhat below the board, almost same as province (less below over time)
• 6-M significantly below the board, more below the province over time

Compare EQAO Reading To School At Risk Data (PM/DRA/report card data)

• Grade 3 EQAO 78% vs. June 2005 at risk 85% at level ¾
• Grade 6 EQAO 65% vs. June  2005 at risk 77% at level ¾

Summary

• Maintain grade 3 progress
• In grade 6 R/W about 10% growth over 4 years, except math
• Grade 6- need maintain growth in R, need significant growth in W and M, special ed (R 12%, W 12%, M 25% at levels ¾) vs provincial R 19%, W14%, M 21%) fewer than 20% of spec. ed students at levels ¾
• Grade 3/6-gender need to work on male improvement in R/W and female in M
• Provincially grade 3 gender gap is closing, 2004-5 grade 3/6 male students made greater gains than females in R/W/M

Strategies

• Intensive Curriculum Support one day per week

                 -analyze data, book selection genre, 100 minute literacy block,
                  balanced literacy program
                 -develop specific strategies

• Literacy Collaborative Project-share math and literacy knowledge with                  division/grade partners

• Walk Through Training