VII The Form of the School Performance Plan
The following is a suggested format to be used in the preparation of a School Performance Plan:
School Performance Plan
Annual Report to the Board of School Trustees
Name Of School
Date
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 SPCs so that district programs and functions can support their work.
School Planning Council Membership
Principal: Jane Doe
Representative of Teaching Staff: Jane Doe
Representative of PAC Executive: Jane Doe
Representatives of PAC Membership: Jane Doe
Representatives of PAC Membership: Jane Doe
Statement of School Context
Insert statement of school context including prescribed elements (e.g., population, ESL, demographics) using data that is provided by the district and/or the Ministry profile. Details to be determined.
School Improvement Goals for 2002/2003
Goal No. 1.
Students will be able to offer opinions with reasons and to make judgements with criteria using grade level reading material.
Performance Indicator(s) For Goal No. 1
The reading comprehension components of the FSA 2003 results.
Baseline: 72%
Target : 75% (grade 4)
The difference between the individual results of the John’s Reading Assessment given in February 2003 and February 2004.
Baseline: 66%
Target: 70%
Data sources and analysis leading to this new goal or amendment of existing goal.
Using the John’s Reading Assessment with grades one to seven, 77% could orally read grade level material at the instructional level and orally demonstrate comprehension at a literal level. Only 66% could use critical analysis skills to demonstrate high level comprehension. FSA Reading comprehension results are consistently below district and provincial levels in percentage of students meeting or exceeding expectations.
Goal No. 2
The students will be able to demonstrate the following skills and attitudes necessary to solve problems in a social setting: remaining calm, identifying the other person’s point of view, finding a peaceful solution and being able to describe the impact of their actions on others.
Performance Indicator(s) For Goal No. 2
Social responsibility surveys completed by parents and students.
Baseline:
Item |
Int. St |
Int. Parents |
Prim St |
Prim Parents |
Trying to solve problems without becoming angry. |
68 |
58% |
73% |
57% |
To listen and see the other person’s point of view trying to solve a problem. |
60% |
68% |
68 |
68 |
To look closely at the impact of an action from different points of view. |
68 |
68 |
68 |
68 |
To try and solve problems before asking for help |
68 |
68 |
68 |
68 |
Progress On Goal No. 2
The overall school score on the Performance Standard for Social Responsibility has increased to 85% of students meeting or exceeding expectations
School Improvement Goals For 20xx/20yy
Goal No. 1
Performance Indicator(s) for Goal No. 1
Data Sources And Analysis Leading To This New Goal Or Amendment Of Existing Goal
Goal No. 2
Performance Indicator(s) For Goal No. 2
Data Sources And Analysis Leading To This New Goal Or Amendment Of Existing Goal
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