File Name: JO Abridg May 16 2016 @
10:45PM DRAFT
Vancouver School Board
SCHOOL PLAN
2015-2016 Summative Review
2016-2017 Plans for the Future
It is our collective responsibility as a school district to ensure the highest quality learning
experiences for all students, with a focus on student engagement, learning and development in a
safe, inclusive environment.
JOHN OLIVER SECONDARY SCHOOL
John Oliver Secondary School seeks to develop the intellectual, emotional, and
physical potential of all students, in order to enable them to appreciate their own
worth and the worth of others and to function responsibly and effectively in a
changing society.
2015-2016 GOALS
1. Student Achievement Goal: To improve the achievement of all John Oliver
students with a focus on literacy and numeracy.
2. Social Responsibility Goal: To reinforce and improve social responsibility at John
Oliver.
3. Aboriginal Cultural Enhancement Goal: To increase knowledge, awareness,
appreciation of and respect for Aboriginal histories, traditions, cultures and
contributions among all students.
2015-2016 Summative Review and 2016-2017 Plans for the Future
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SCHOOL COMMUNITY CONTEXT
What are the demographics of our learning community?
Who are our learners?
What is our vision of success for learning for each student?
John Oliver Secondary, a growing south-east Vancouver school with a diverse student
population of approximately 1038 students representing more than 35 home languages,
hosts the largest Filipino and South Asian student populations in Vancouver. The school
continues to promote the core competencies of literacy, numeracy, social/emotional
learning and Aboriginal education for its diverse student population, which includes
many new Canadians.
John Oliver offers a strong, comprehensive curricular program designed to satisfy
college and university entrance requirements and prepare students for success in their
chosen career trajectory. The school features excellent visual and performing arts,
technical, and technological programs; a STEM and a Digital Mini School program; five
unique special education programs; and Take a Hike, the highly acclaimed junior and
senior alternative program. New and emerging programs designed to meet the practical
needs of the 21 century learner, in recognition of the projected growth in various trades
and economic sectors in the province, are well established and continue to evolve. John
Oliver school has an impressive offering of extra-curricular activities, including a strong
athletic program and numerous clubs, that celebrate cultural diversity, challenge the
students’ physical, intellectual and creative abilities, and raise awareness of economic,
social and environmental issues, while offering opportunities for service and
philanthropic work.
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John Oliver has formulated a robust plan to develop and implement many core aspects
of the new BC curriculum. The collaborative planning (CP) structure has been utilized to
both deepen staff understanding of the new curriculum, as well as provide a structure for
implementation, targeted directly at impacting our learners. This has led to highly
innovative programs and community outreach in literacy, numeracy, social/emotional
learning, and aboriginal education, much of which has offered leadership development
opportunities for students. The district leader in the integration of technology into
teaching and learning, JO was also one of the first schools to generate a student, parent
and staff created digital code of conduct.
There is an active, engaged, and supportive Parent Advisory Committee at John Oliver
with excellent commitment to supporting students, staff and administration as they work
toward achieving school goals. Specifically, PAC supports student leadership
development by receiving student delegations throughout the school year. This
strengthened the role of PAC in broadening the relevant learning platforms for students
through the development and promotion of authentic student learning opportunities.
The vision of success for learning for all our students is to develop their intellectual,
emotional, and physical potential in order to enable them to appreciate their own worth
and the worth of others, and to function responsibly and effectively in a changing and
increasingly technological society. The school’s focus has also been to articulate and
pursue these aims in the broader context of developing, in students, the skills and
competencies that will enable them to live a meaningful, happy and well-balanced life.
2015-2016 Summative Review and 2016-2017 Plans for the Future
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To this end, John Oliver’s Honour your Education policy is designed to help all students
improve their academic achievement and pro-social competencies. Each term a
significant number of students demonstrate excellent performance in a wide range of
courses by earning recognition on the Honour Roll and/or Principal’s List. Most
important, and as a reflection of the Honour your Education policy, students who
demonstrate exceptional work habits are recognized on the Effort Honour Roll.
PART A:
2015-2016 SCHOOL PLAN, SUMMATIVE REVIEW
What were our goals?
1. Student Achievement Goal: To improve the achievement of all John Oliver
students with a focus on literacy and numeracy.
2. Social Responsibility Goal: To reinforce and improve social responsibility at John
Oliver.
3. Aboriginal Cultural Enhancement Goal: To increase knowledge, awareness,
appreciation of and respect for Aboriginal histories, traditions, cultures and
contributions among all students.
What steps did we take to address the identified student(s) needs?
STUDENT ACHIEVEMENT - LITERACY
School-Wide Literacy
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conducted junior and senior reading inquiries with a focus on Adrienne Gear’s
Reading Power
opened the LC early every day to accommodate students finding books, reading,
and socializing.
administered CAT4 reading tests to all students, created database of scores for
staff, integrated data into development of school literacy plan, which included
program placement, program development, resource allocation, strategic
planning, and conducted out school-wide collaborative planning session on how
to interpret and utilize the data effectively to enhance student learning.
implemented a writer’s series through the learning commons and English
department whereby writers regularly collaborated with classroom teachers to
create units to engage students in literacy, ie. Young adult writers and slam poets
on topics such as Vikings, Goalball, other topics.
collaborated with Community Schools Team (CST) to run Night School programs
targeted at students with low reading levels
implemented the redesigned and rebranded JO Reads program as a central
component of the John Oliver literacy strategy
increased teacher, student and class visits to the learning commons in support of
the school literacy goals
piloted grade 8 I-Read program, a humanities double-block for struggling readers
continued conducting literacy outreach to feeder schools through our leadership
program
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increased budget and resources for English department classroom libraries
English Department
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administered CAT4 English tests; provided results to staff and used CP time to
increase staff capacity in working with this data to support student learning
continued with the I Read program to support struggling readers in grade 8
coordinated direct-reading strategies across English classes
increased our Lit Circle resources and instruction to promote student enjoyment
of reading and student-centred approaches to learning
provided appropriate reading level material for students with special needs
experimented with different approaches during JO Reads
partnered with special education programs during JO Reads, including one-toone supported reading and daily journal writing
modelled the joy of reading through the teacher book club
utilized various reading support strategies including read aloud journals, guided
reading, vocabulary lists, two column notes, and graphic novels
English Language Learners
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conducted Lomera, Woodcock and GAP testing for reading/comprehension
hosted multicultural lit circles using graphic novels
continued with buddy reading program, partnering ELL students with special
education students
utilized language augmentation and scaffolding strategies including peer
scaffolding (pairing high/low proficiency students) and first language scaffolding,
using graphic organizers, group work, visual and audio supports
focused on critical literacy, teaching English for specific purposes
encouraged self-selected reading material based on Krashen practice during JO
Reads
increased visits to the learning commons
conducted reading surveys and book ratings
conducted one-on-one, teacher-led reading conferences
Modern Languages Department
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continued to utilize reading strategies such as guided reading, scaffolding
exercises, picture vocabulary lists, gestured vocabulary learning, word walls, lit
circles, read alouds, placemat, sort and predict, reading response, acting out
created narratives, spontaneous oral conversations, dictation, repetition of focus
vocab and idioms, word walls, movement based language activities, relays with
conjugation, hot potato, speed-dating
Physical Education Department
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implemented PE/English interdisciplinary unit to increase social/emotional
learning, literacy and fitness
met with literacy consultant to examine possible learning connections between
PE and language acquisition
2015-2016 Summative Review and 2016-2017 Plans for the Future
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continued to develop and refine ELL adaptations, including “key word
terminology,” PE vocabulary, on-line information sheets to increase
understanding
increased PE related literary resources
Science Department
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focused on literacy via various means, including nonfiction science book share
out, common close reading instructional strategies to decode science texts
utilized buddy reading, increasing comprehension of nonfiction with a friend/peer
focused on putting key vocabulary into simple terms using word walls
enabled deeper understanding of content through question generation (e.g.
construct open and closed ended questions from the text)
defined science terms using roots, prefixes, suffixes
created translation wall showing science terms in English and students’ first
language(s)
practiced whole class reading and discussion of science texts and resources
created vocabulary lists to improve comprehension
gave explicit instruction on reading/interpreting, as well as constructing, graphs,
tables, diagrams, pictorials, flowcharts
provided various alternative resources or approaches to address low literacy
skills of some students
continued to address and improve grade 10 science Provincial exam scores
(June 2015 success rates were higher than previous year(s))
continued to address the learning needs of ELL learners to increase achievement
of course objectives and success on provincial exam (where applicable)
used common ELL resources/packages in all classes by all science teachers at
start-up and ongoing throughout the year
posted ELL resources on Teacher Community of S Drive for teacher access
planned to provide grade 10 provincial review sessions for year-end exam time
reviewed/practiced past provincial exam questions on a regular basis with
science 10 classes
Social Studies Department
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practiced and developed reading using featured stories at the start of each
chapter in textbooks
purchased and introduced historic graphic novels during JO Reads
implemented Adrienne Gear’s Reading Power model in classrooms
Visual Arts Department
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used imagery in conjunction with Gear’s Reading Power model to prepare writing
projects
2015-2016 Summative Review and 2016-2017 Plans for the Future
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STUDENT ACHIEVEMENT - NUMERACY
School-Wide Numeracy
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embarked on the first year of development of the school wide numeracy plan
based on BC’s new curriculum
conducted two school-wide CP sessions on numeracy across the curriculum
conducted CAT4 math testing for incoming grade 8 students
analyzed data unearthing numeracy strengths and deficits of our students
hosted district-wide math pro-d
conducted first-ever John Oliver Math Olympics for grade 8 cohort and led by
senior math students
expanded math/science tutor club to 3 days per week
conducted second annual human library in the learning commons focusing on the
important role of math and science in a variety of professions
collaborated with CST to grow understanding of numeracy challenges and create
information sharing channels throughout our family of schools
expanded numeracy instruction in a variety of curricular areas, including
geography (latitude, longitude, scale, ration, time zones, climate graphs,
demographics, census data); special education (time, money, coin recognition,
grocery shopping, other money skills); home economics (measurements, unit
conversions, reducing or multiplying a recipe, counting shopping totals,
calculating change, currency conversion); music (rhythm and syncopation,
rhythmic notation); art (geometry, dimensional thinking); psychology
(correlations, averages, bar graphs, lines of best fit, quantifying statistics, number
based data collection); ELL (math terms and vocabulary; shopping; money;
cooking; geography-maps, scales)
SOCIAL RESPONSIBILITY
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had JO leadership classes work with elementary students on in school and out of
school projects
sent five leadership students to the Rotary Youth Leadership training (RYLA)
through the support of the Vancouver Fraserview Rotary Club,
sent a student delegation to the Student Sustainability Conference and Me to We
Conference
invited Federal Minister of Labour and Minister of Women and Families Kelly
Leitch to meet with students as part of the Women in Leadership Summit
partnered with the Hawn Foundation to train staff and implement cross-curricular
MindUp program
partnered with Children’s Hospital and UBC to develop neuroscience curriculum
for high school students aimed at metacognition and self-regulation
provided music therapy for junior LAC students
continued to encourage inclusion, cooperation, empathy, diversity in all
classrooms and aspects of the school community
communicated the JO Code of Conduct and the JO Digital Code of Conduct to
parent and student population
emphasized Honour Your Education policy as a vehicle for growth and academic
success
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acknowledged citizenship and responsibility through Honour Roll assemblies and
scholarship and citizenship awards
created leadership opportunities for students (including senior students
mentoring students in junior and senior Life Skills district programs, Christmas
Gift Basket program, Haiti fundraiser partnership between JO Music and out-ofdistrict elementary school, student inquiry presentations at staff meetings)
offered respective girls and boys clubs for at-risk students
offered Safe-Teen through PE classes and funded by PAC highlighting street
proofing, respect, relationships, sexual health
conducted extensive mid-year presentation program, including Skid Row CEO,
Digital Citizenship with Jesse Miller, MADD, ICBC, VPD Gang Squad, SACY
conducted SACY STEP referrals for at-risk youth
provided regular and recurring volunteer opportunities for Take A Hike and ELL
students (such as Downtown East Side soup kitchens and Women’s Shelter)
provided volunteers and technology support at Africa AIDS conference with
Stephen Lewis
continued the recycling program led by Special Education students
had Link Crew welcome the new Grade 8s into the school and highlighted each
their strengths
ABORIGINAL CULTURAL ENHANCEMENT
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implemented first JOSS nәć ̓ aʔmat ct (We Are One) Aboriginal Festival
created prominent leadership opportunities for Aboriginal students during the JO
Aboriginal Festival
partnered with approximately twenty Aboriginal educators to integrate First
Nations perspectives across the curriculum and create the first ever John Oliver
Aboriginal Festival
invited 370 elementary students to participate in the festival and workshops
integrated a First Nations infused pole-raising ceremony into a school-leaving
celebration
conducted social justice workshops for students to raise awareness of Aboriginal
issues
completed AIMS documents and provided wrap-around services for Aboriginal
students
referred vulnerable Aboriginal students to John Oliver Night School
attended the 5th Annual VSB/MOA First People’s Festival with Socials 10,
Socials 8 and Social Justice 12 students
increased supply of First Nations literary resources in Learning Commons and
classroom libraries
implemented school-wide First Nations readings through public announcements
as part of the JO Reads program during Aboriginal Week
hosted the VSB Aboriginal Trades Fair open to students from across the district
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What was the evidence of success for each student?
STUDENT ACHIEVEMENT - LITERACY
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observed an increase in student engagement as a result of the redesigned JO
Reads program, including seeking out and bringing self-selected reading material
to class
increased student engagement as a result of the writer’s series
reported a higher engagement in reading with the implementation of lit circles
noted a significant increase in reading levels as a result of the JO I Read
program for struggling readers
experienced an increase in external community partnerships in support of the
Wonder of Reading literacy program
noted high completion rates in provincial exams for JO students, who participated
in the Night School remedial program
noted that John Oliver has one of the highest rates of course subscription in the
district
noted high numbers of students achieving honour roll standing despite raising
thresholds for the various awards
increased student capacity for effective oral presentations, general participation,
greater confidence in inquiry, questioning and critical thinking
noted positive results and low failure rates on term one and two report cards
STUDENT ACHIEVEMENT - NUMERACY
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noted on field studies that exceptional diverse students used money
SOCIAL RESPONSIBILITY
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noted large number of students achieving Effort Honour Roll at all grade levels
noted zero fire alarm pulls, low levels of theft or vandalism incidents (graffiti),
high levels of altruistic behaviour such as turning in found money, valuables and
other items, helping and assisting other students
leadership students helped to secure a $10,000 donation towards our literacy
projects over the next 3 years through the S-V Fraserview Rotary Club
held three successful school dances
ran a highly successful, school intramural tournament
ran successful events/programs
established the Interact Club sponsored by Rotary Club South Vancouver
hosted the Find Your Fit Career Fair
hosted a grade 6/7 Open House
increased opportunities for integration of all students in JO music and fine arts
programs and celebrations
held the Grade 8/12 Night
planned and held Dry Grad
noted 160 students participated in Dry Grad
started an Interact club
observed greater mindfulness throughout the school
observed cheering and verbal encouragement exchanged amongst classmates
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created and devised personal & social responsibility rubrics for
assessment (student & teacher led)
observed student responses, feedback & behaviour regarding engagement
levels, as well as knowledge of safety/rules
ABORIGINAL CULTURAL ENHANCEMENT
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achieved a 100% completion rate for Aboriginal Education students in June 2015
held the highly successful week-long Aboriginal Festival
How did we communicate and celebrate student success?
STUDENT ACHIEVEMENT – LITERACY & NUMERACY, SOCIAL RESPONSIBILITY,
ABORIGINAL CULTURAL ENHANCEMENT
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recognized student success through report cards, academic awards, Celebration
of Excellence assemblies (Honour Roll, Effort Honour Roll, Principal’s List),
numeracy prizes, Junior Math Olympics, social media, press releases and other
publicity, media artifacts, staff meetings, PAC meetings, individual
acknowledgements, awards nights, concerts, pep rallies, service awards,
Graduation Ceremony, Aboriginal Festival Week, and public announcements
2016-2017 SCHOOL PLAN, PLANS FOR THE FUTURE
A) Continue with the current goals as outlined in our reflections for 2015-2016.
The strategies we will adopt in meeting our goals will continue to be developed through
our expanded CP session, professional development (where appropriate), staff
meetings, and inquiries. In light of this, we view the development of new curricular unit
or lesson plans within the competency framework to be in itself a strategy helping us
meet our school goals. In keeping with the established tradition at John Oliver, we are
Currently formulating a unifying theme (for example, transformation) giving coherence to
much of our school growth trajectories for next year.
STUDENT ACHIEVEMENT – LITERACY
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The 2016-2017 academic year represents the fourth year of John Oliver’s
Wonder of Reading program. We will continue to partner with external agencies
and programs, such as the Rotary Club, to support the following activities:
continued literacy outreach to feeder schools, continued student reading level
testing and assessments, continued development of classroom libraries,
continued sponsorship of writers in the school series, continuation of JO Night
School, expansion of JO Tutor Club, continuation of the JO I Read program,
continued support and encouragement of JO Reads, continued support and
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participation in reading inquiries with a focus toward integrating literacy
instruction within BC’s new curricular framework.
STUDENT ACHIEVEMENT – NUMERACY
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Next year, John Oliver will enter its second year of its numeracy plan. The
school will continue with CAT 4 testing of numeracy levels at the junior grade
levels, expansion of curriculum aimed at increased engagement in math,
integration of numeracy strategies across curricular areas, expanded homework
club to offer additional supports, outreach and information sharing with feeder
schools, planning for junior math Olympics as well as math/science human library
offerings for students, furthering opportunities for staff development around
numeracy and its place as a core foundation in the new BC curriculum.
SOCIAL RESPONSIBILITY
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John Oliver will continue to integrate social responsibility and social-emotional
competencies across all curricular areas, including the development and
implementation of neuroscience curriculum focused on self-regulation and
executive function; continue to offer of a variety of programs and clubs aimed at
enhancing citizenship and leadership skills, continue to offer leadership,
volunteer and mentorship opportunities within the school and in the community,
continue to offer presentations oriented toward raising awareness about mental
and sexual health, inclusion, diversity, continue to integrate presentations by
external agents into classroom projects and learning, continue to maintain
awareness of the “J” Code, Honour Your Education and JO Digital Code of
Conduct through assemblies, staff meetings, school social media as well as
external media networks.
ABORIGINAL CULTURAL ENHANCEMENT
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Next year, John Oliver will continue thorough tracking of Aboriginal graduation
data, continue to work with Aboriginal Education Enhancement worker, continue
to provide high-profile learning opportunities for our Aboriginal learners, consider
hosting a second Aboriginal festival, continue to foster and build a school and
school community where Aboriginal students feel welcome, continue with
integration of Aboriginal perspectives and world views into all curricular areas,
continue a vibrant relationship with VSB Knowledge Keeper and continue to work
with our family of schools to promote the core values and understanding as
expressed in the Aboriginal Enhancement Agreement.
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