Click on the Inquiry Question links below to see the full survey response and learn what each PLC group is exploring.
- Goal 1: Analyzing trends in basic numerical operations (add, sub, mult, div) of all students moving from elementary Grade 7 to Grade 8 at G.P. Vanier Secondary. Goal 2: Tracking (and possibly improving) automaticity in mathematics times table fact recall up to 144.
- Will the recognition and encouragement of positive behaviour increase the positive culture of our school?
Overall Summary of ALL PLC projects in Georges P Vanier 2014-2015
- Can we improve engagement in AW Math 11 by implementing a more hands-on final assessment project?
- How do we avoid taking time out of our own curriculum of Math grade 8,9,10 but still drill it (multiplication) and help remedy the problem of low/lack of skills in basic multiplication skills.
- How will simulations (computer based) impact student engagement and learning?
- Can we increase student learning by increasing student responsibility for their own learning?
- With increased self-awareness will a student’s self-advocacy skills improve?
- Will regularly scheduled physical activity improve learning outcomes and behaviors for students now and in the future?
Personal and Social Responsibility for online students
How can an English 12 unit address the development of Personal and Social Responsibility for online students?
So far no online En 12 courses have a unit that explicitly addresses Personal and Social Responsibility. We are developing a unit that gets students away from their computers and into the world to interact, interview and record the thoughts and feelings of others for the benefit of others.
AW Math 11 Final Assessment
We are hoping to improve student engagement towards the end of the course.
We will gather data based on engagement and project completion when it happens.
Crosby will be trying it out at the end of the semester to see if there are any more “bugs” to be worked out.
Working with Grade 9/10 – increase number of students entering trades/Dual Credit
Can the Careers and Counseling departments identify students that are hands on and trades bound kids at a Grade 9/10 level and by working with and supporting them through work experience, programming choices, career counseling, etc into their grade 12 year, see if we can increase the number of students that apply to or enter into trades programs in their final year or first year of college.
Percentage of Students entering Dual Credit – Trades and Academics
|Percent of Grad Class||N/A||2%||8%||10%||13%|
We have been working as a group to “target students” that we feel might be interested. Students were specifically placed into the “Skills Exploration 10-12” course that we offered semester 2. These students were mainly grade 10 and 11 students. We are also recruiting students for “Try-a-Trade” leaders where grade 9 – 11 students help out with the district grade 7 elementary kids running through a trades awareness program at Sandwick. These grade 9 – 11 students are exposed to several trades. In addition, we actively try and setup students for work experience when they express interest in working in the trades.
We are finding through active recruitment and working with students, especially grade 10’s, that more students are signing up than ever before for ACE IT. We are also finding more and more Secondary School Apprentices as well (Students who are already working in a job with a red seal trades person). It must be stressed that these are kids that are expressing interest and are candidates only. Time will tell in their grade 11/12 years and if course programming allows them to complete an ACE IT program.
Residential schools, Racism, Stereotyping
Using culturally significant text to increase awareness/understanding/empathy.
Data will be in the form of Personal responses, Q and A.
Awareness, Empathy, Connections, and Resilience will be the result of our study.
SS11 exam Prep
Will an exam preparation resource package enhance student success on the provincial SS11 standardized test?
Data is to be determined by the results of the June 2015 provincial exam in comparison to the exam results of January 2015. The January exam writers did not have this resource. All terms and their corresponding definitions have been finalized and we are currently working on examples of exam visuals, ie. maps, graphs and cartoons.
MATH Basic Timetable fact knowledge coming out of grade 7
How do we avoid taking time out of our own curriculum grade 8,9 and 10 but still drill it (multiplication) and help remedy the problem of low/lack of skills in basic multiplication skills?
We are obtaining data throughout terms 1,2,3,4 from our grade 8 classes. Obtaining data from drill/skill mini quizzes of a repetitive nature. We are compiling data as we go and will have a much more exact and concise reporting structure towards the end of June possibly into July/August 2015.
Physical Activity Impact on Learning ,behaviour and social skills. Prepare students to comfortably access all community based fitness activities
Will regularly scheduled physical activity improve learning outcomes, behaviours and social skills in students both now and in the future?
Students’ ability to focus for longer periods and stay in class longer following physical activity block. Compare and contrast with a non-physical activity block. Record changes in behaviour and social skills.
Positive outcomes recognized and measured by staff regarding students
Improved peer support and friendships being forged
students getting together outside of school to take part in physical activities and to spend time together
-improved personal hygiene
-increased physical activity both in and outside of school students walking to school and each other’s homes
-improved school attendance for many students who are now attending 100% from less than 1/2 time
-improved self regulation both during the fitness program and during other classes
– increased comfort in community activities
-increased knowledge of community based programs that will be available to students for the rest of their lives
-increased and improved interaction with public
-2 block fitness program
– include activities in comiox and CFB comox
-Opportunity to learn to ride city transit as these students will qualify for free use of this service at adulthood
– include all PREP students
– prepare and distribute information to students for free community access programs following graduation such as free Easter Seals Access card, free pass to pools and rec centre programs
– prepare students to be comfortable and have a desire to access community based fitness programs for life
Activities students take part in weekly
– bowling, swim twice a week, (Courtenay) pickle ball( Cumberland) , trail walks (seal bay, comox and other) , wifi fitness, riverside fitness park, regional district gym, squash and racket ball
Staff Mentorship Program
Will an in-house teacher mentor program that addresses teacher stress lead to a positive impact on student success?
After discussions with Mr. Dawson our initial ideas and thoughts of stressful situations that could be easily eliminated were confirmed.
Currently, we are using Ontario’s and Alberta’s mentorship packages as a guide We are in the process of creating a Mentor Binder that will act as a helping hand to new teachers/hires in our school. We are creating an outline for monthly meetings that will be held to help new teachers/hires transition smoothly and with less stress to the Vanier environment We are collecting data from one of our new teachers (Dave Dawson) regarding the stress/frustrations that he encounters during the day. We have reached out to Craig Mitchel who heads up the mentoring program for the Maple Ridge / Pitt Meadows school district. He has agreed to be a sort of meta-mentor for us and try and answer any questions about the process we might have. We are establishing a timeline – when to link mentors to mentees We are brainstorming the unique environment at Vanier (a list to help new teachers understand our culture). We have created a list of “important knowledge” that will aid in the transition to our school. We have asked members from departments to be an “acting mentor” for this year.
Enhancing Personal and Social Learning in Physical Education
Does implementing student self-assessment in the Personal and Social Responsibility domain enhance learning?
Data will be in the form of student results, and teacher observations. We are finding that assessments were too infrequent and not used to direct further instruction. Students needed more practice in self assessing and more opportunities to receive feedback on their self assessing.
“As we near the end of our second year of PLCs it is highly apparent this new structure has made a positive impact on all members of the Vanier community, most importantly our students. The time has allowed students to benefit from improved teacher practice, teacher collaboration, and teacher/student inquiry. PLCs have have also produced more teacher leadership and sense of community within our building. I am excited to be a part of the future impact of district-wide PLCs.” Brian McAskill, GP Vanier Vice-Principal