Table 1

School Improvement Goals for Jersey Public School

Goal: To raise the overall level of students reading skills
Performance Target: By the end of year 3, 60% of students in Grade 3 and 6 who were achieving Level 2 in reading will be achieving at Level 3 based on the EQAO standardized
assessments

Focus

Broad Strategies

Indicators of Success

Time Lines

Responsibility

1. Developing a
home and
community reading
program

Staff in grades JK-8 will establish a home

reading program that supports students and
parents with engaging and diverse material to
increase parental involvement in reading with
their children.
Offer parent training sessions to educate parents
about the program and provide strategies on
how best to support their children with reading
Train community members and involve them
directly with the in-school reading program
whereby volunteers read to and with students

Students are signing

out/returning reading material
on a daily basis
Documented using a parent
signature bookmark and reading
journal
Sign-up sheet and follow-up
survey after the parent training
session.
Participation logbook and 3
month feedback and suggestion
survey

Begin program
January 2014 ongoing

Teaching staff
(includes teachers
and teachers aides),
Reading Recovery
teacher

2. Provide
intervention reading
program to students
that are below the
provincial
performance
standard in reading

Students will be given additional support in

reading through small groups or individualized
instruction 4 time per week

Students who are receiving

additional support will show
increased fluency and
comprehension scores
documented through progress
monitoring

Begin
January 2014 ongoing

Reading Recovery
Teacher, Teaching
staff

3. Provide focused
professional
development for
differentiated
reading strategies

Teaching staff in collaboration with board

consultants will be provided with differentiated
learning strategies on reading instruction in a
multi-grade classroom

Feedback survey from teaching

staff directly after the
professional development
training session and again at the
1, 3 and 6 month mark
following implementation

Starting
September 2014

Principal, Board
Consultants,
Teaching staff

Status
Update

Revision

Goal: To raise the overall level of students writing skills

Performance Target: By the end of year 3, 60% of students in Grade 3 and 6 who were achieving Level 2 in writing will be achieving at Level 3 based on the EQAO standardized
assessments.

Focus
1. Research and
adopt a writing
program that
provides a JK-8
continuum which
reflects vertical
alignment of the
writing curriculum

2. Provide focused
professional
development for
differentiated
writing strategies

Broad Strategies

Indicators of Success

Time Lines

Responsibility

Phase 1 - Internal Literacy Team will research

and collaborate with York Region D.S.B. and
present findings to staff and facilitate a dialogue
in professional learning groups on a writing
specific framework for whole school
implementation

An initial exploratory phase is

followed by a survey whereby
teaching staff provides feedback
and recommendations.
Subsequently a program is
selected; professional
development is provided to train
all teaching staff.

September 2014
- January 2015

Internal Literacy
Team, teaching staff

Phase 2 - Teachers adopt and implement new

writing plan

Internal, ongoing writing

assessments are implemented
and compared against a baseline
writing assessment to monitor
student progress

January 2015 ongoing

Teaching staff in collaboration with board

consultants will be provided with differentiated
learning strategies on writing instruction in a
multi-grade classroom

Feedback survey from teaching

staff directly after the
professional development
training session and again at the
1, 3 and 6 month mark
following implementation

September 2016

Principal, Board
Consultants,
Teaching Staff

Status
Update

Revision