1. Care deeply. Act wisely. Find joy in every day! Rocky Mountain School District 6 Achievement Contract

2. Achievement Contracts The School Act requires each Board of Education in British Columbia to prepare and submit to the Minister of Education an Achievement Contract with respect to student performance and plans for improving achievement. District Achievement Contracts are a public commitment made by the Board of Education to improve success for each student in the District. The contracts ensure that all districts are engaged in continuous improvement. Each Achievement Contract is a three-year plan, updated annually, and is the basis for the annual Superintendent’s Report on Achievement to the Board of Education. Achievement Contracts outline a district’s goals for the improvement of student success, describe strategic actions, and identify how the District will monitor progress and make adjustments to improve results. Ministry Achievement Contract Guidelines : http://www.bced.gov.bc.ca/schools/sdinfo/acc_contracts/achievement-guidelines-15.pdfhttp://www.bced.gov.bc.ca/schools/sdinfo/acc_contracts/achievement-guidelines-15.pdf

3. We are beginning our first year of the three year cycle of this contract. This contract is a piece of a long view toward 100% graduation by the class of 2024 as the end in mind. Our District approach is to align our processes for target setting, decision-making, and monitoring success. We rely on quality school-based planning for improving student success. School Plans for Student Success are created annually toward all students meeting their individual literacy targets and any curricular, engagement, culture or other goals that schools determine are important for their students. The improvement planning processes at the school level are designed to be seamless with consultative school organization, school-based budgeting, and the Learning Improvement Fund processes. There is a growing connection between school and district planning processes and between improvement planning and staff development planning at all levels. We have completed a comprehensive Learning Services Review and the findings are an important driver for the Achievement Contract. We coordinate our work with our community and regional partners. The Achievement Contract

4. Increase graduation success Improve K-12 Literacy Close Aboriginal Achievement Gap Mandated Goals Increase enrolment in skills & technology training Rocky Mountain School District 6 Achievement Contract 2014-2015 On the Path of Continuous Improvement Looking back: ▪ Achievement trend Rocky Mountain School District ▪ About our District Capacity building Staff development Plan: ▪ RTI model ▪ Differentiated Instruction ▪ social-emotional development assessment & intervention ▪ Supervision For Learning ▪ Literacy & Numeracy instruction including SMART, CR4YR, Numeracy screening) ▪ Collaborative grants Strengthening process/structures: ▪ Literacy targets ▪ RTI based planning ▪ Aboriginal Education Enhancement Agreement ▪ Classroom embedded learning services (SLP, Counselling, LAT, etc.) ▪ Case management -Data & Information coaching ▪ Learning Technology Plan ▪ Skills & Technology planning team Setting the Course Strategic Priorities: ▪ Response To Intervention (RTI) foundation for all education staff ▪ Integrated learning services ▪ Support for social- emotional development needs ▪ Language development focus ▪ Multi-age approach ▪ Capacity for data use to inform decisions & action ▪ Capacity for collaborative practice Current Year Targets Goals for June 2015 ▪ Meeting expectations in literacy: All - 85%, Ab-70%, Cat Q-32%, Cat H/R – 38%, ▪ 2015 grad cohort Graduation Success: All - 99% Dogwood, 1% Evergreen Ab- 100% Dogwood, 1% Evergreen ▪ establish baseline participation in skills & technology programs; create skills & technology planning team With Us on Our Journey ▪ Parents ▪ Ministry of Education -Regional partnerships ▪ Key community partners Communication ▪ Monthly Learning Leadership Report ▪ Superintendent’s Report on Achievement ▪ Mid-year report on Achievement ▪ Feedback to schools ▪ Student Success Celebrations Goal: in the distance but in our sights: ▪ Class of 2024: 100% 6 yr graduation success in the ratio of Dogwood and Evergreen diploma programs appropriate for the cohort. Looking ahead: ▪ Vision: Every student in RM will graduate with dignity, purpose, & options Seeing the Signs Gaps in achievement: ▪ Aboriginal students ▪ Students with learning disabilities ▪ Students with social- emotional development needs Link to full Achievement Contract online: http://bit.ly/SD6Achievem entContract2014 Data markers ▪ On Track score for current cohorts ▪ Foundation Skills Assessment ▪ PM Benchmarks Reading assessment ▪ Provincial exams ▪ Individual targets for 2014-2015 Research pointing the way ▪ Synthesis of key guiding research: ▪ Success in Literacy ▪ Success in Numeracy ▪ Regular Attendance A key tool ▪ Rocky Mountain Learning Analytics System

5. Note: Provincial FSA results for 2013-2014 not available at time of completion of Achievement Contract

6. Increase Graduation Success Close Aboriginal Achievement Gap Improve K-12 Literacy 2024 Grad Cohort – 100% Success Rate 2015 Grad Cohort- 99% Dogwood, 1% Evergreen Class of 2015- 100% Dogwood, 0% Evergreen 70% Meeting Expectations in Literacy in 2014-2015 85% Meeting Expectations in Literacy in 2014- 2015 Increase Participation in Skills & Technical Training Establish baseline 2014-2015 Achievement Goals

7. What is the target for this student? What do we intend this student to achieve in literacy (Reading, Writing & Oral Language) by the end of the coming school year: meeting grade level outcomes? adapted outcomes? modified outcomes? Is this student on an appropriate path toward a Dogwood or Evergreen diploma? What is the target for this student? What do we intend this student to achieve in literacy (Reading, Writing & Oral Language) by the end of the coming school year: meeting grade level outcomes? adapted outcomes? modified outcomes? Is this student on an appropriate path toward a Dogwood or Evergreen diploma? Setting Individual Literacy Targets Modified Outcomes? How are we planning for independence toward transition to community with an Evergreen diploma? Achieve widely held objectives for grade level? Which students will or may need support to meet expectations? Who may need additional challenge? … planning must therefore begin with a deep understanding of what each student already knows and can do, and how the instruction is aimed at increasing the progress and levels of achievement for each of the students. The primary concern is to add value for all students, wherever they start from, and to get all students to attain the targeted outcomes -Hattie, 2012 Adapted Outcomes (working toward grade level)? If these students are to be on a Dogwood grad path what is the plan (how and when) for them to get to the level of achievement they will need? Planning From Individual & Aggregated Targets Co-planned, co-delivered instruction & services with tiered intervention

8. Aggregated Individual Targets for Graduation Rates

9. Targets for Participation in Skills & Technical Training Targets: Baseline of participation in secondary skills and technical training courses and programs established Structure created (team and forum) for planning for skills and technical learning k-12

10. Monitoring the Signs for Individual Students and Cohorts on the Path From K to Graduation …and other markers significant to individual schools and district teams District Developed Measures and Scores Assessment & Other data Success in Grade 10 English & exam Passing En & Ma 8 and attending >80% Meeting expectations for Reading, Writing, Numeracy on Gr 7 FSA Reading at end of Grade 3 Meeting expectations for Reading, Writing, Numeracy on Gr 4 FSA 6 Year Grad rates K Early Development Indicator (EDI)

11. Criteria: Meeting expectations on report card for Reading, Writing, Oral Language for primary (k-3) C- or better on report card for Reading, Writing, Oral Language at Grade Level for Intermediate (Grade 4-7) C- or better on report card for English at Grade Level for Secondary (Grade 8-12) AND Meeting expectations on report card for Math for primary (k-3) C- or better on report card for Math at Grade Level for Intermediate (Grade 4-7) C- or better on report card for Math at Grade Level for Secondary (Grade 8- 12) AND 80% or better attendance t. “On-Track” Monitoring

12. Seeing the Signs: 2013-2014 Achievement &Trends Identified Gaps in Achievement: Aboriginal students Students with Learning Disabilities Students with social-emotional development needs

13. Every student in Rocky Mountain School District will graduate with dignity, purpose, and options. The class of 2024 will have 100% graduation success in the appropriate proportion of Dogwood and Evergreen diplomas based on the needs of the cohort. Increasing achievement of individual student Literacy Targets Increasing the “On-Trackness” of each cohort Reducing the gap between All students and Aboriginal students, students with learning disabilities, and students with social-emotional development needs on key success measures Increasing student engagement with learning and with school community Increasing responsiveness of learning supports to individual and changing needs Increasing student efficacy (confidence & skills) in Literacy Increasing student efficacy (confidence & skills) in Numeracy Increasing student sense of safety & belonging Increasing participation in skills & technology opportunities Strengthening Response to Intervention (RTI) based planning Embedding learning services in the classroom Adopting and enacting Aboriginal Enhancement Agreement Supporting multi-age classrooms Strengthening case management (including categories Q, H, R) Creating District Learning Technology Plan Implementing Shared Responsibility Framework for monitoring and providing feedback and support related to key processes and plans over the year Establishing district process for assessing social-emotional development Implementation of Numeracy assessment Establishing district team for Skills & Technology planning Ensuring all educational staff understands the Response To Intervention (RTI) framework Building capacity for co-delivery of learning supports (Differentiated Instruction, Universal Design For Learning, Specialist support, technology) Providing pro-d on language development (Reading, Writing, Oral Language): Smart, CR4YR, Book clubs, reading assessment training) Protocol training for district assessments Continuing Collaborative grants with a focus on impact Building capacity for data use to support decision-making and planning Strategic Priorities for Current Year ▪ Notic ing, questi ons, curios ity ▪ Strategi c plans & intervent ions ▪ Effective implementa tion, monitoring, & adjusting ▪ Deep understand ing, making meaning ▪ Interpre tation, ▪ All informed by research District Team Planning Cycle Student Success perspective & Student Experience perspective each have identified measures with timelines for review by the District Education Staff Team District Process perspective & District Staff Development perspective each have planned actions and timelines for review by the District Education Staff Team Action & Measures Achievement Contract Strategy Map Student Success Perspective Student Experience Perspective District Process Perspective District Staff Development Perspective Vision

14. Achievement Contract Scorecard

15. Relationship Map: The Key Pieces

16. Redesigned School Plan Format Response to Intervention (RTI) is a framework for achieving the ongoing improvement of student outcomes (Buffum, Mattos, and Weber, 2009, 2010, and 2012; Hierck, Coleman, and Weber, 2011). It is a school-wide construct that provides high-quality instruction and research-based systematic interventions for all student needs—academic, social-emotional, and behavioral. From struggling students striving to meet minimum proficiency to gifted students striving to reach their potential, RTI invites a partnership between students, teachers, parents, and the community whereby all students achieving positive outcomes is the priority (Hierck & Weber. 2014. P. 3)

17. Communication Our District Directions 2018 state that our communication will result in shared understanding. Toward shared understanding and responsibility for the work of the Achievement Contract we have plans to engage the District community with the plan and in reviewing and celebrating progress toward the goals. The Superintendent will highlight the Achievement Contract goals with the entire staff of the district at the start of year zone assemblies. School Plans for Student Success presentations to trustees will happen in the fall and approved plans will be linked to the District and school websites. Monthly Learning Leadership Reports will reference the Achievement Contract goals and strategies to connect the stories about learning across the district with the guiding plan; as data becomes available over the year the results will be updated in the online Achievement Contract document and shared in the Learning Leadership Report. District staff will consult with each school on the alignment between the goals and strategies of the school plans (including School Plan For Student Success, Aboriginal Service Delivery Plan, Individual Education Plans) and district plans (including Achievement Contract, Aboriginal Enhancement Agreement, Learning Services Plan). Superintendent’s Report on Achievement will be sent to every school district employee and to community partners. We will continue our tradition of year-end zone celebrations to share the results of the School Plans for Student Success.

18. One page overview map (downloadable as pdf) Online flipbook: Full Achievement Contract (downloadable as pdf) Link on District webpage QR code or link from printed map Please take the time to review our Achievement Contract