School Improvement Plan for Student Achievement (SIPSA) - Safety and Well-being
Pineland 2014-2015

In Halton, we recognize the importance of monitoring the “Right Work”. The School Effectiveness Framework (p. 8)
suggests ongoing monitoring methods such as:
  • discussing the School Improvement Plan at staff, division, department and/or Professional Learning
  • Community meetings,
  • planning professional learning based on the specific actions/strategies in the School Improvement Plan,
  • assessing progress according to established checkpoints and timelines,
  • collaborative analysis of a wide range of student data, and
  • reflecting on targets and the results of instruction to determine the next steps.
Schools that align the professional learning plan and resources to address student learning need (SIPSA) and implement the professional learning plan with fidelity - deeply, consistently and over time - should expect to influence student learning. We are not losing sight of student learning; simply stepping back in the transfer process to ensure that the professional learning is taking root. Only when this occurs, can we be sure that there will be an impact on student learning.
source: Heather Gataveckas, Coordinator of Research

The SIPSA Process

Who was involved?
Margaret Nimigan, Jan Farquhar, Donna Thompson
How were urgent student learning needs identified?
Examination of Tell Them From Me Survey revealed that 76% of Pineland students feel a positive sense of belonging which is 6% below the Canadian norm. ~However, 90% of our students feel they do not get into trouble at school with disruptive or negative behaviour which is above the Canadian norm of 87%. ~25% of students reported experiencing moderate to severe incidences of bullying with 86% of students feeling safe at school. Only 4.1 out 10 students felt they have someone at school that consistently provides encouragement and can be turned to for advice which is below the Canadian norm of 4.9 out of 10.


Goal Identified in 2014-2015 SIPSA
If we create a culture of community that is derived from Student Voice and encourages the participation of all students by engaging them in activities like Nutrition Program, Safe School Ambassadors, Playground Activity Leaders, Student Leadership Group, intramurals, clubs, community circles, etc., then students will feel they have adult advocates at Pineland and report a more positive sense of belonging and fewer incidences of bullying.
Indicator(s) from the SEF related to this goal - please reference specific components and indicators (e.g., 1.3, 2.2, 4.2).
  • Indicator 3.3 - Students are partners in dialogue and discussions to inform programs and activities in the classroom and school that represent
  • the diversity, needs and interests of the student population.
  • Indicator 3.4 - Students demonstrate a wide range of transferable skills, such as teamwork, advocacy, leadership and global citizenship.
  • Indicator 6.3 - The school and community build partnerships to enhance learning opportunities and well-being for students.
  • What student work/evidence will help us monitor our progress?
  • Ongoing surveys of students (google forms)
  • Participation in Nutrition Program
  • Teacher observations
  • In what ways will our professional learning help us reach our goal?
  • Professional learning will include:
  • participation in PALs workshop
  • participation in the Safe Schools conference
  • learning about the Safe Schools Ambassador program and how to implement 
  • Where are we at this point?
  • SLG started and beginning to develop plans for the year
  • Nutrition program running 3 days a week for Intermediate students
  • Safe School Ambassadors chosen and have begun to provide input into plan for the year
  • PALs training complete for teachers
  • Athletic Council has been established and have attended a training session
  • Staff are at various points of understanding and being able to implement Collaborative Problem Solving (range from no experience to Introductory training to Tiers 1 and 2 training

What are our next steps?
  • Train Safe School Ambassadors to share messaging to student body
  • Train student leaders to support/implement PALs program
  • Encourage greater participation in Nutrition Program
  • Implement intramurals
  • Further develop the plans for boys and girls groups
  • Use CPS for an intervention for challenging behaviour consistently across the school
  • Who has a role to play (e.g., school staff, students, parents, resource staff, community partners)?
  • Jan Farquhar, Donna Thompson, Ryan Packer, Terri Puckerin and Tiffany Brown (Safe Schools Action Team)
  • Donna Thompson (Nutrition Program) in collaboration with Halton Food for Thought
  • Community Outreach Centre of ROCK as part of Safe Schools Action Team
  • Donna Thompson & Ryan Packer - PALs program
  • In what ways will we continue to monitor our progress?
Who will monitor and when?
What will we monitor?
  • Updates at staff meetings
  • Continue to record participation in Nutrition Program
  • Monitor participation in PAL activities and intramurals
  • Informal surveys to check in with student engagement