CIFEC Plan of Action 2018-19



-520065-4191002018-2019 Plan of Action2018-2019 Plan of Action13277855336540Cayman Islands Further Education Centre00Cayman Islands Further Education Centre-11303086360Opportunity To increase teachers, students and parents understanding of the benefits of TVET – including education, training and career opportunities (and thus reducing negative perceptions)SEN/D PolicyTo produce a revised Special Education Needs Policy and Code of PracticePositive Behaviour Interventions and Supports - To have consistent and effective management of low-level behaviour in schools that adversely affects the school climateReliable and Valid Data SystemsTo have consistent structures for data collection and to ensure that data is reliable and validResponse to Intervention To have consistent implementation of the Response to Intervention Framework to develop emergent literacy skills in Reception and Years 1, 2 and 7 studentsBalanced LiteracyTo have consistent understanding and application of pedagogy of balanced literacyPedagogyTo have consistent and effective practices in the teaching and assessment of scienceContextual Experiences -To have consistent mathematical experiences in problem solving, reasoning and communication provided across the curriculumAssessment - To have consistent understanding and application of assessment to inform teacher planning and instructionOpportunity To increase teachers, students and parents understanding of the benefits of TVET – including education, training and career opportunities (and thus reducing negative perceptions)SEN/D PolicyTo produce a revised Special Education Needs Policy and Code of PracticePositive Behaviour Interventions and Supports - To have consistent and effective management of low-level behaviour in schools that adversely affects the school climateReliable and Valid Data SystemsTo have consistent structures for data collection and to ensure that data is reliable and validResponse to Intervention To have consistent implementation of the Response to Intervention Framework to develop emergent literacy skills in Reception and Years 1, 2 and 7 studentsBalanced LiteracyTo have consistent understanding and application of pedagogy of balanced literacyPedagogyTo have consistent and effective practices in the teaching and assessment of scienceContextual Experiences -To have consistent mathematical experiences in problem solving, reasoning and communication provided across the curriculumAssessment - To have consistent understanding and application of assessment to inform teacher planning and instructionLiteracyActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonDetermine appropriate interventions and placement for students in English – liaise with Literacy Specialist in the Ministry for advise on interventionsInterventions to include: small group instruction; pull out sessions with teaching assistants; focus on achieving targets, especially those in IEPs; in class support provided by other studentsUtilize CAT and KS4 English exam results to triangulate data and identify students who are at risk.Identify strengths and weaknesses of all students based on examination results for appropriate class placementLessons are planned around a universal approach to accommodate all abilities and needs of studentsData on students from CAT testing and external resultsCXC profile gradesSBA marksStudents reportsTransition meetingsCity & Guilds resultsImproved student outcomes in external examinations – 95% of students receiving a Level 1 pass in English, 75% of students receiving a Level 2 pass in EnglishStudents placed in groups according to data Regular progress reportsInformal and formal lesson observationsRecord of targets ( as indicated in student IEPs) reached in SIMSSep 2018June 2019Academic CoordinatorSENCORespond to literacy requirements in the work place as indicated by employersRequire BTEC teachers to have students write letters as part of assignmentsRequire BTEC teachers to have students participate in presentations as part of assignmentsFeedback from EmployersRequirements from CSEC English Syllabus to write reports which can include lettersStudents will be able to write letters as evidenced by assignments completed in BTEC/TVET coursesStudents will be able to compile resumes and write letters of applicationsStudents will be able to competently make presentations, as evidenced by assignments completed in BTEC/TVET coursesStudents will be interview ready; able to present themselves with confidence in interviewsTeachers to monitor as part of assessmentFeedback from employers – this is done twice a year at the Employer’s ForumSurvey students to find out if they feel more confident in writing letters and making oral presentationsSep 2018June 2019TVET CoordinatorAcademic CoordinatorContinue to improve the quality of teaching of literacy to the weakest students by having small group sessions.Assess the effectiveness, (based on number of passes), of functional literacy qualification (City & Guilds) used in 2017-2018 to accredit mastery at level 1 and enable students to demonstrate a mastery of basic literacy skills. CAT scores and Key Stage 4 exam results, including SBA performanceCity and Guilds exam resultsBaseline inspection of 2014-15The impact of this will be measured by the amount of students who are able to pass the exam. It should enable more students to receive a functional Level 1 pass in English. Creates a pathway to enable students to access level 1 or level 2 qualifications in EnglishGreater student engagement Meetings to discuss appropriate placement of studentsAnalyse the results of the City & Guilds Literacy examsExplore other examining boards if necessary and discuss with DESSep 2018June 2019Academic CoordinatorNumeracyActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonDetermine appropriate interventions and placement for students in NumeracyInterventions to include: small group instruction; pull out sessions with teaching assistants; focus on achieving targets, especially those in IEPs; in class support provided by other studentsUtilize CAT and KS4 Math exam results to triangulate data and identify students who are at risk.Identify strengths and weaknesses of all students based on examination results for appropriate class placementLesson plans to incorporate a universal approach to accommodate all abilities and needs of studentsData on students from CAT testing and external resultsCXC Profile gradesSBA marksStudents reportsTransition meetingsImproved student outcomes in external examinations – 95% of students receiving a Level 1 pass in Math, 75% of students receiving a Level 2 pass in MathStudents placed in groups according to data Regular progress reportsInformal and formal lesson observations Record of targets reached in (IEP) SIMSSep 2018June 2019Academic CoordinatorAssess the effectiveness of the functional numeracy qualification (City & Guilds) to accredit mastery at level 1 that will enable students to demonstrate a mastery of basic numeracy skills. Continue to explore options for functional numeracy.Exam results for the City and Guilds Numeracy exams at each stageThe impact of this will be measured by the amount of students who are able to pass the exam. It should enable more students to receive a functional Level 1 pass in Numeracy. Creates a pathway to enable students to access level 1 or level 2 qualifications in NumeracyGreater student engagement in lessonsMeetings to discuss appropriate placement of studentsAnalyse the results of the City & Guilds Literacy examsExplore other examining boards if necessarySep 2018June 2019Academic CoordinatorImplement strategies to help students improve skills in Mathematics. Math Club to develop mathematical skillsMath Week when all CIFEC teachers promote mathematical skills across all areas of the curriculumChess Club to improve strategic thinkingInform students of tutoring services available in Math and possible scholarships (High Achievement)Historical low pass rate in KS4 Math Improved performance in Math lessons Improve students’ attitudes towards MathImproved external exam resultsAll Maths students encouraged to participate in one or more Math activities – Math teachers to take attendanceRecord kept of the winners of the Math competitions during Math weekSep 2018June 2019Academic CoordinatorSpecial Education Needs and/or Disabilities (SEN/D)ActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonAnalyse data for SEN students to ensure maximum support. Implement, monitor and evaluate Interventions for Phase 3 students.Interventions include: study skills training; small group sessions; Work Skills class taught by Inclusion SpecialistSEN data in SIMSEd Psych reportsStudent SEN recordsTeachers confirmation of the value of study skills trainingStudy skills has a .63 effect size on student achievement - Hattie, J. (2009)Improved results of SEN learners in Math & English by at least one gradeSEN students to achieve at least a pass in BTEC subjects takencompare data for SEN students with the school populationAnalyse data to determine support to be given in classesMonitor progress against individual targetsFeedback from staff about student performanceFeedback from students about the effectiveness of the interventionsAugust 2018June 2019Director/SIS/SENCoTo provide training and raise awareness of specific SEN needs with each cohortTeachers need training to be able to address the needs of studentsTeachers will feel equipped to address the learning needs of SEN studentsStudent results will improveTraining each term on SEN strategiesInvolve specialist staff from Student ServicesInformation from transition meetings with high schools shared with staffAugust 2018June 2019SIS/SENCOImplement pilot programme to allow LHS students to attend CIFEC and participate in the work internship programme.Ensure SEN support is in place for students from the Light House school and CornerstoneStudents have successfully completed Stage 1 City & Guilds. These students have had support at their previous school and will need continuing support to be successfulThese students will be able to complete BTEC Level 1 courses and engage in InternshipThese students will be able to continue their studies in English and MathThe Support person will report to the SENCO and DirectorAugust 2018June 2019DirectorCounsellors to identify students with psychological, social emotional, cognitive functioning challenges, and provide individual or group intervention accordingly. Individual Counselling Sessions: Inclusive ofPsychological, Relational, Psychosocial, Emotional/Behavioural Challenges. Developmental and Behavioural Interventions to address various issues such as:Anger Control Anxiety ManagementTrauma focused sessions. Stress Management.Social Skills DevelopmentDrug Education & Counselling.Conflict ResolutionReduce/Eliminate Gang member rivalry.Relational ChallengesPsychosocial ChallengesPsychologicalimpairment/disorder Self-report evaluation to determine if specific behaviours have improved. E.g. YP-COREFeedback from others regarding behavioural improvement: Teachers and Parents.In addition: Students will demonstrate reduced/regulated responses to stimuli/situations that would normally react to, as they apply strategies learned in sessions. Assessment/evaluation carried by school counsellor. Feedback from community Agencies- DCFS, Treating Psychiatrist/Psychologist/Counsellor.An attendance register will be kept, and response of the participants noted.Feedback to Director, Deputy Director & SIS/SENCO, Inclusion Specialist, and specific Teachers. Student’s weekly behaviour will be assessed at the beginning of each session. Individual sessions will be included for those assigned to groups, if extra intervention is needed. .August/ Sepetmber,2018May, 2019Counsellor – P. GayleImplement Social Emotional Group Sessions with mixed & gender specific groups.The Primary Theoretical Model used is the Cognitive Behavioural Model. As evidenced by:Denis et al., (2015), Behaviour intervention for Anger, Irritability and Aggression in Children & Adolescents. Anna et al., (2015), Assessment & Treatment of Anxiety in Children and Adolescence.Clarke, G. (2013). Coping with Depression for Adolescents.Burrow-Sanchez, et al. (2007). Helping Students Overcome Substance Abuse: Effective Practices for Prevention and InterventionStudents will demonstrate reduced/regulated responses to stimuli/situations that would normally react to, as they apply strategies learned in sessions. Termly Behaviour ReportsAttendance at the sessions.October 2018June 2018School CounsellorsTraining of Student Leaders: Peer Mentors, & Prefects Develop an Effective programme for Anti-Gang Conflict Intervention through a multi-agency collaboration.Incidents involving students with seemingly gang affiliation.Students will be able to resolve conflict within school with the support of the counselling team and staff.Reduction in behaviours related to violence between students.Minutes of meetings held with parents, police, DCFS, and other support agencies.Attendance at sessions with counsellors.Sept 2018June 2019School Counsellors/DirectorPositive Learning EnvironmentsActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonAddress two main areas of concern at CIFEC:Lateness to tutorial in the morning andto lessons, especially after break and lunchRefusal to workReport from SIMS behaviour moduleShare positives with the students/staffNumbers of students offending will decreaseMatrix available in all roomsSchool values of respect, ready and responsible introduced at OrientationTemperature check to ensure values are transitioning into every classroomLesson observationsTutorialsTutorial monitoringPBIS assemblies Detentions to make up time lostSep 2018June 2019DirectorDeputy DirectorImprovement of rewards systemStudents have responded very well to the rewards in place this year – we now need to expand on thisPositive relationships between staff and studentsMore teachers engaging in the Student of the Month initiativeMonthly rewards given as linked to merits eg. Early break and lunchIncrease in students receiving awards at the End of term Awards Assemblies and the End of year Awards EveningSIMS reportsTutorial monitoringPBIS group to monitorSep2018June 2019PBIS CoachStart a ‘Friends of CIFEC’ group to function as a PTAStudents’ whose parents are involved in the school usually perform betterMeetings twice a termPossible financial support for initiatives or specific projects following the Donation and Fundraising Policies.Parental and Employer engagementMinutes taken at meetingsSpecific actions outlined and monitored by SMTOct2018June 2019DirectorDeputy DirectorCIFEC Wellness program fully implementedImplement new units for 2018: Sex Education, Tolerance, Social MediaStudents learn better when they are healthySocial Skills programs have a .39 impact on student achievement - Hattie, J.(2009)Linked to the following areas of the visible learner: learning dispositions, assessment capable, learning processesWellness units completed and placed on the L drive for the start of school year.At least two wellness Fairs to be held during the school year.Every student to meet with the school counsellor at least once during the school year.The Wellness Committee will organize events and liaise with persons who prepare units for sharing with studentsCounsellors to report termly on how many students metSep 2018June 2019DirectorReinstate Student Council Student voice leads to improved learning environments, policies which are more effective at meeting school’s goals will take pride in their school and ownership of what happens at schoolTeachers will receive valuable feedback from students which will inform practiceHigher engagement will lead to lower drop-out rates, and higher exam resultsA teacher has been assigned to oversee Student CouncilMonthly meetings will be heldStudents surveys completedSuggestion box available for studentsOct 2018June 2019DirectorPData SystemsActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonImprove data management utilizing the Student Information Management System (SIMs)SiMs – School to provide PD opportunities for staff and broker as needed from DES Data Manager.There are gaps in reports on student behaviourMore accurate information in SIMS re behaviourSMT to make use of dashboard to monitor attendance and behaviourParents to make use of the parent portal Interventions are identified and monitored. Data available to advise students on their progress and what is needed for graduation. SIMS training to be conducted throughout the year with various staff as needed Sep 2018June 2019Deputy DirectorPerson in Charge of DataCollect and analyse data from feeder high schools for placement of students and course recommendationsA data-driven school is a successful schoolStudents placed in appropriate level courses to enable them to be successfulReduce behaviour issues Increase student engagementTransition meetings with all feeder schools including Corner StonesCAT scores and Key Stage 4 exam predictors thoroughly analysedStudent choices analysedContact made with students and parents to confirm choicesContact made with partners in apprenticeship programmesSep 2018June 2019Director supported by Person in Charge of Data and SIS/SENCOUpdate school websiteIt is important to provide as much data as possible to the public and parentsParents and members of the public will be able to find information about CIFEC without calling the schoolCIFEC will be able to promote the many positive things happening at the schoolMeeting with SMT and website coordinator to determine content Website coordinator in charge of updating website regularly – mthlySep 2018June 2019DirectorWebsite CoordinatorEnvironmentsTechnical and Vocational Education and Training (TVET)ActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonDevelop effective links with the Primary School (KS2) to raise awareness of TVET opportunities by assisting with Careers curriculum, assisting with TVET careers fairs, informing primary schools of TVET courses on offer at CIFEC and related careersStudents need to be exposed to career opportunities earlyMeetings with Life Skills curriculum heads in the primary schoolsGive advice for career education at Primary levelMinutes from meetingsCareer education offered at Primary levelOct 2018June 2019Career ServicesApprenticeship Programmes:Develop a Water Sports apprenticeship programme through partnerships with local businesses and government entities.Explore opportunities for an Automotive apprenticeship programme to start in September 2019Employers have expressed the need for students to have entry level trainingMore students involved in apprenticeship programmesSmoother transition to the work force for studentsMeetings with industry partnersProgramme details worked outMinistry approval sortMonitoring by teachers and DirectorSep 2018June 2019DirectorHead of CareersWork with Public Relations mechanisms to showcase TVET opportunities being realised in high schools by: publicizing TVET showcase, newspaper articles, classroom of the month, radio spots, and completing ‘Where are they now video’The public needs to be aware of TVET courses on offer and skills students will learn in these coursesPublic awareness of TVET programmes on offerPlanned monthly press releasesRadio spotsVideo highlighting accomplishments of former studentsSep 2018June 2019DirectorDeputy DirectorHost TVET Showcase ( to replace previous Open House). The two high schools will be invited to attend during the day, and the evening sessions will be geared towards parents and members of the community.CIFEC needs to highlight the programmes/ opportunities on offer at Parents need to know what to expect if their child(ren) attend CIFECStudents from feeder schools will have a better understanding of courses on offer at CIFECStudents from feeder schools will be asked to make initial course choices Survey completed by people attending the showcaseSurvey completed by students attending Subject choices made by studentsFeb 2018June 2019DirectorDeputy DirectorPrepare a document which describes TVET courses offered at CIFEC and gives links to pathways to future careers; GIS to help with publication.A request has been received from the Chamber of Commerce for this informationStudents need to be aware of the links with the TVET opportunities beyond CIFECThe students, parents/guardians and the community will have an understanding of the TVET courses on offer at CIFEC and how they link to future careersSubject leaders to submit course informationMeetings with Careers to discuss links to career choicesDocument placed on school website and available at the TVET Showcase and on the Orientation Day at CIFEC.Sep 2018Nov 2018DirectorCivil Service Engagement SurveyActionsData/Research used to determine this action (Evidence based decision-making)Expected Impact(How will you know the action has been effectively implemented?)How will the actionbe monitored?(Steps and timelines)Start DateCompletion DateSchoolLead PersonStaff will be aware of the performance management process and the expectations for an excellent and a good lesson.Results from Engagement Survey36% of staff neither agree or disagree that their performance is evaluated fairly – 12% feel that their performance is not evaluated fairlyPositive reduction in the neutral and negative responses on the Civil Service Engagement SurveyAll staff are aware of expectations re performance and how they can be met.Provide staff with examples of excellent lessonsGain clarity on the scores given for professional conduct to be shared with staffFeedback from staff Sep 2018June 2019DirectorTo provide staff with learning and development activities that help to improve performance.Results from Engagement Survey24% of staff do not believe that learning and development activities completed in the last 12 months helped to improve their performance.Positive reduction in the neutral and negative responses on the Civil Service Engagement SurveyEvidence in Lesson observations and walk-throughs of improved performance by staff.Ask staff to identify learning and development needs to ensure PD enables them to achieve improved performance.Identify areas for PD during lesson observations which will enable staff to improve performanceProvide PD which improves performanceFeedback from staff re PD and its impact on improved student performanceSep 2018June 2019DirectorStaff kept up-to-date about matters that affect them through emails and meetings.Results from Engagement Survey24% of staff neither agree or disagree that they are kept informed about matter that affect them – 12% do not feel they are informed about matters that affect themPositive reduction in the neutral and negative responses on the Civil Service Engagement SurveyStaff feel they have the information required to interact effectively with students Staff will be aware of students with severe behaviour rm staff by the end of the day when students have been excluded.Discussions in staff meetings re how this objective is being metSep 2018June 2019Director ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download