The preliminary strategic goals of the newly constituted Eastern School Board are as follows:

·        To challenge and develop the learning and achievement capabilities of each student in Eastern School District.

·        To provide safe, caring learning environments in all schools in the Eastern School District.

This school report provides you with information about your school’s performance during the school year 2004-2005.  It allows you to assess how well your school and its community are doing toward accomplishing the goals set by the Eastern School Board.  It allows you to learn about the school and its challenges and successes, and it provides insights on how you might be able to better support your school.

 

Eastern School Board is proud of the accomplishments of all schools within its jurisdiction.  As a result of many dedicated professionals, parents, and community volunteers, our schools continue to provide excellent educational opportunities for our students. However, if we are to maximize our efforts in the achievement of the above noted goals, the Eastern School Board, district professional support personnel, teachers, parents, and school communities will have to work together to ensure that each student’s learning is supported to the extent necessary to ensure success. Some students will require more time and effort from parents, teachers, and other supportive members of the school community.  They will need to spend more time than others on their own learning and teachers will have to provide alternate teaching interventions for them. If we are to succeed in our goal of ensuring success for each student, our school communities will have to be more committed to education than ever.

 

During the 2005-2006 school year, Eastern School Board will engage all district partners in a comprehensive strategic planning process that will set direction for the future. Your input in developing the Board’s strategic plan is important because that plan will impact each school and each student’s learning experience.  We will be holding at least one consultation event at each school in the district during the 2005-2006 school year.  We encourage you to participate in the quest to improve educational opportunities for our children and our youth and to advocate for public education at every opportunity. 

 

BRUCE SHEPPARD, Ph.D

 

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Message from School Administration

It is unbelievable how fast two years passes by.  It seems as though it was a very short time ago that we arrived to Baltimore School.  It has been a very enjoyable two years filled with new experiences and change. 

 

This past year was an especially pleasing year as we saw our school take the necessary steps to lead us towards the achievement of  goals that we set for ourselves last year.  Staff and students alike feel that our building was alive with energy and opportunities for students to continue to grow personally and academically.  The efforts of teachers, parents and students is obvious  in the accomplishments of individuals and teams from this past year.  Academically, we had many students win provincial, and even national awards.  There was a significant improvement in the performance and attendance levels of many of our students, a goal that we are striving to continue to make improvements on in the coming school year.  

 

The staff here at Baltimore has made a commitment to continue to make our school the best possible environment for our students.  As you will see in this report, we have put in place this past year policies and practices that make Baltimore a safe and caring setting for our students.  Our commitment is simple:  our children come first. 

 

We would like to thank the members of our public for giving the interest that you have in wanting to see Baltimore School grow and become a leading school in educating the children of this province.  Together, let’s continue to build on our strengths and plan for solutions to our weaknesses. 

 

Sincerely,

Robin McGrath, Principal

Darrell Budgell, Assistant Principal

 

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Message from the School Council Chairperson

The Baltimore School Council wishes to congratulate the students and staff on a very successful completion of the 2004-2005 school year.  We acknowledge your accomplishments in academics and all extra-curricular activities offered at the school.  It takes a lot of dedication and commitment to achieve your goals and you have worked very hard in that area.  In a time when there are so many distractions for students, it is inspiring to see that you have remained focused and continue to do so.  Keep up the good work.

 

Respectfully,

Darlene George, Chairperson

 

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Our Mission Statement

The mission of Baltimore School is to develop and foster a positive, creative and challenging learning environment; where all students have the opportunity to develop their potential as thinking, caring, confident, life-long learners.  We dedicate ourselves to doing this by promoting academic excellence, respectful behavior and creating the best possible student-centered classroom learning that will collaboratively use students, teachers, parents, and community members to achieve these goals.

 

Our Belief Statements

At Baltimore School we believe that:

·        teaching/learning is a life-long process for all stakeholders (students, teachers, and parents) whereby all teaching/learning is student-focused, considering the individual needs and learning styles of each student.

·        a safe and caring environment must be evident in all classes and throughout the school; all stakeholders must be contributors to good school spirit and community pride.

·        establishing open communication and positive relationships foster an environment      conducive to learning and for promoting respect.

·        teachers are knowledgeable in the courses they teach and will work with colleagues and  improve professionally in order to adapt to changing needs and demands in the classroom.

·        student achievement and learning are enhanced when students are prepared for school, are motivated and are taught using a variety of strategies.

·        all stakeholders make use of available resources to offer a strong academic program enhanced with extra-curricular and co-curricular activities.

 

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Our School

Baltimore School is part of the  Eastern School District, the newly formed board that has seen the amalgamation of the East, West, Burin and Vista boards.  Our school offers Kindergarten to Level  3 and currently has an enrolment of 404 students encompassing the communities from Brigus South to Cappahayden.  This year the school had a total of 27.5 teaching units which include administration, one guidance counselor, a physical education teacher, one french teacher, one music teacher, a technology teacher, one challenging needs and 2.75 special needs teachers .  Our support staff included two student assistants with a combined total of 10 hours per day, a maintenance-custodian, a custodian, two cleaners and a secretary.   In addition to school-based staff, we have access to district office staff including a speech pathologist, educational psychologist, enrichment teacher, learning disabilities teacher and itinerant teachers and program specialists.

 

Pupil-Teacher Ratio

 

Pupil-teacher ratio refers to the number of full-time equivalent students in a school compared to the number of full-time equivalent educators.  An educator is a person who holds a teaching certificate and who is employed to deliver educational, administrative, and/or special services to students.  School principals and vice-principals, guidance counselors, and other specialists are counted as educators.

 

For 2004-2005 the pupil-teacher ratio at Baltimore School was 14.6.  This compares to a pupil-teacher ratio of 14.6 for the district and 13.6 for the province.

 

Professional  Staff

 

The following is a list of teaching staff members and their assignments:

Mrs. Tina Sullivan Carew – Kindergarten

Mrs. Maria Chidley – Grade 1

Mrs. Dolores Hynes –  Grade 2

Mrs. Myra Brophy –  Grade 3

Mrs. Julie Chafe –  Grade 4

Mrs. Mary Chidley –  Grade 5

Mrs. Sandra Lushman –  Grade 6A

Mr. Mike Schulz –  Jr/Sr High French   

Mr. Jamie Jenkins –  Jr/Sr High Math/ Science

Mr. Keith Pender –  Jr/Sr High Band/English

Mr. Jonathon Burke –  Jr/Sr High Math/Science

Mrs. Jennifer Duggan –  Jr/Sr High Math

Mr. Dave Matchem –  Sr High PE/Social Studies

Mrs. Verna Sullivan –  Jr/Sr High English

Mrs. June Mayo –  Sr High Math/Science

Ms. Susan Crane –  Jr High Social Studies

Mr. Dennis Mayo –  Jr/Sr High Science

Mr. Dave Sullivan –  Sr High English

Mr. Ed Foley –  Jr/Sr High Technology/Religion

Ms. Sharon Brophy –  Prim/Elem Phys. Ed/Jr High Social Studies

Ms. Michelle Maloney – Learning Resources/Sr High English

Ms. Sarah Smith – Prim/Elem Music/Jr. High Social Studies

Mr. Adrian Brennan – Sr High Special Services

Ms. Lisa Strapp – Jr High Special Services

Mrs. Sheila Fennelley – Prim/Elem Special Services

Ms. Cynthia Aylward – Challenging Needs/Prim/Elem Special Services

Mrs. Sharon Clifford – Guidance Counsellor

Mr. Darrell Budgell – Assistant Principal/Jr High Math

Mr. Robin McGrath – Principal

 

The school also has the following support staff:

Mrs. Dot Sullivan – Secretary

Mr. Gerry Conway – Maintenance Custodian

Ms. Helen Walsh – Custodian

Ms. Sharon Clowe – Cleaners

Mrs. Annie Best – Cleaners

Mrs. Doreen Dillon – Student Assistant

Mrs. Amelda Boland – Student Assistant

Mrs. Peggy O’Brien – Public Health Nurse

Mrs. Michelle Rossiter – Public Health Nurse

Mrs. Barb Croft            – Cafeteria Services

Mrs. Sheila Dinn – Cafeteria Services

Mrs. Sharon Kane – Cafeteria Services

Mrs. Annie Croft – Cafeteria Services

 

Our Enrollment by Grade and Gender

	K	1	2	3	4	5	6	Total
Male	14	14	11	8	16	15	15	93
Female	9	12	12	8	13	12	12	78
Total	23	26	23	16	29	27	27	171

 

 

	7	8	9	Level 1	Level 2	Level 3	Level 4	Total
Male	18	15	17	19	31	19	0	119
Female	21	11	25	14	22	19	2	114
Total	39	26	32	33	53	38	2	233

 

 

How has our Enrolment Changed?

The table below shows a decline in our student enrolment over the past ten years due to factors such as lower birth rates, fewer employment opportunities and increased out-migration.  An even greater decline is projected for the future.

 

School Enrolment 1992-93 to 2004-05
94-95	95-96	96-97	97-98	98-99	99-00	00-01	01-02	02-03	03-04	04-05
727	686	673	636	571	545	529	500	457	433	404

 

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What Programs are Offered at our School?

Baltimore School offers the prescribed curriculum as set out by the Department of Education of Newfoundland and Labrador.  We have strived to make course offerings to students at all academic levels so that they can achieve successes in their individual program. In all core subject areas we have continued to offer a general, academic and advanced stream.  We continue to prepare our students for the high standards that will be demanded of them once they leave school and enter an increasingly competitive job market in an information driven economy.

 

The following table shows the percentage of students enrolled in some selected programs offered in the senior high level at Baltimore School.

 

Program	Percentage of Eligible Students Enrolled
French Level 1 and 2	19%
Academic Math Level 1, 2 and 3 combined	65%
General Math Level 1, 2 and 3 combined	35%
Academic Science Level 1, 2 and 3 combined	63%
General Science Level 1, 2 and 3 combined	37%
Academic English Level 1, 2 and 3 combined	71%
General English Level 1, 2 and 3 combined	29%

 

Note: Percentages refer to the percentage of students who were eligible to take the courses or programs specified.

 

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How Well do our Students Achieve Curriculum Objectives?

 

How well students achieve the objectives of various provincial programs is measured using criterion-referenced tests (CRTs).  Each test is made up of sub tests that focus on different parts of the particular area of the curriculum.  A score of Level 5 indicates a high level of achievement, while a score of 1 indicates a lower level of achievement. 

 

Primary Language CRT Results

 

		Grade Three Reading, Spring 2004
		Narrative	Informational	Poetry	Visual	Listening
School	Level 5 Level 4 Level 3 Level 2 Level 1	3.6 14.3 46.4 35.7 0.0	0.0 14.3 50.0 35.7 0.0	3.6 10.7 39.3 46.4 0.0	3.6 14.3 42.9 35.7 3.6	7.1 17.9 35.7 39.3 0.0
District	Level 5 Level 4 Level 3 Level 2 Level 1	2.7 13.0 50.0 27.6 6.8	1.7 8.2 39.0 36.0 15.2	3.6 13.2 43.0 30.5 9.7	4.9 13.3 36.9 30.2 14.6	2.3 10.2 42.2 34.2 11.2
Province	Level 5 Level 4 Level 3 Level 2 Level 1	2.4 11.6 49.7 28.9 7.4	1.6 8.5 37.0 37.2 15.7	3.3 12.0 42.9 30.9 10.9	3.9 13.0 36.8 30.7 15.6	2.3 9.8 40.9 34.9 12.1

 

The Reading component of the Grade Three CRT indicates that Baltimore School is performing better than both the Province and District in informational, visual and listening components of the CRT.  However, our students did score lower in poetry than students in the District and province.  This would mean that students at Baltimore are achieving high levels of success in most areas, and with our continued focus on Language, the improvement in poetry is expected to continue. 

 

Elementary CRT Results

		Grade Six Reading, Spring 2004
		Narrative	Information	Poetic	Visual	Listening	Demand
School	Level 5 Level 4 Level 3 Level 2 Level 1	0.0 10.5 31.6 52.6 5.3	0.0 10.5 44.7 39.5 5.3	10.8 10.8 54.1 21.6 2.7	0.0 5.3 44.7 44.7 5.3	0.0 7.9 57.9 28.9 5.3	0.0 10.5 76.3 13.2 0.0
District	Level 5 Level 4 Level 3 Level 2 Level 1	2.1 13.8 52.6 26.4 5.1	1.7 13.3 49.3 28.4 7.4	2.1 14.3 52.1 24.0 7.4	1.1 10.3 49.8 30.7 8.1	1.4 11.1 47.4 34.3 5.8	1.8 15.4 62.2 18.4 2.3
Province	Level 5 Level 4 Level 3 Level 2 Level 1	1.9 12.1 49.6 29.3 7.1	1.4 11.8 47.4 30.8 8.6	1.4 11.8 51.3 26.9 8.6	1.1 10.1 46.8 32.4 9.6	1.2 9.4 44.0 37.1 8.4	1.5 13.1 60.7 22.0 2.7

 

The Grade Six results would indicate that students at Baltimore School are experiencing greater successes at Level 3 and above in poetry, listening and demand writing than are students at their grade level in either of the District or Province.   However, Baltimore achieved noticeably lower in narrative, informational and visual components of the CRT.  With a continued  focus on Language we expect more of these results to improve to Levels 4 and 5.                                        

 

The results in the following table indicates the difference in achievement of the 2004 Grade Six class as compared to that same class’ results three years earlier when they were the Grade Three class of 2001.

 

	Narrative Reading	Informational Reading	Poetic Reading	Visual Reading	Demand Writing	Listening
2001 Grade 3 Level 3 and above	62.8%	29.6%	49.5%	44.9%	80.5%	46.6%
2004 Grade 6 Level 3 and above	63.6%	60.6%	64.5%	58.0%	75.3%	54.6%

 

 

	Narrative Reading	Informational Reading	Poetic Reading	Visual Reading	Demand Writing	Listening
2001 Grade 3 Level 4 and above	15.0%	4.0%	6.2%	4.8%	18.0%	7.1%
2004 Grade 6 Level 4 and above	14.1%	13.2%	64.5%	11.2%	14.6%	10.6%

 

The results show that these students have realized considerable improvements in informational reading, poetry and the visual components of testing.  At the same time there is a small decrease in results with respect to the narrative and demand writing components of the CRT test.

 

Intermediate Language CRT

		Demand Writing	Narrative	Poetry
School	Level 5 Level 4 Level 3 Level 2 Level 1	3.0 24.2 66.7 3.0 3.0	3.0 36.4 42.4 12.1 6.1	6.1 30.3 42.4 18.2 3.0
District	Level 5 Level 4 Level 3 Level 2 Level 1	5.1 27.1 58.3 8.6 0.9	6.0 24.3 43.1 20.5 6.1	9.2 24.6 41.6 18.8 5.8
Province	Level 5 Level 4 Level 3 Level 2 Level 1	3.8 22.1 61.0 11.5 1.7	5.4 22.4 42.2 22.4 7.6	7.7 22.7 41.2 20.2 8.2

 

Students at Baltimore School scored at a higher level than those in the district and across the province at Level 3 and above.  Each curricular department has developed action plans to seek continuous improvements.

 

Public Exam Results

 

Public Exam	School Average	Provincial Average
English 3201	67	65
French 3200	71	73
Math 3204	63	60
Chemistry 3202	69	68
Biology 3201	57	62
World Geography 3202	66	69

 

What do our School Results Tell us?

In general, students at Baltimore school are achieving at the same level as, or above, students throughout the province on average.

The school must continue to plan in the future ways to continue our improvements in each of the curriculum areas.

 

Strategies For Improvement

 

The following are some of the strategies that have been implemented in order to improve student achievement and attitude at our school.    

 

• As a teaching staff, we gave great thought into what exactly it means to teach.  It was agreed that our role was not one of merely delivery of information, but was instead the task of guaranteeing that students learn in our classrooms.  Our focus centered on the obstacles that prevented or inhibited the learning of students at Baltimore.  We have begun to take greater notice of home problems, economic situations and overall quality of life for our students both inside our school and at home.  Teachers continued to make frequent contacts with the home and alert parents of significant improvements and strategies that may results in greater achievements.

• The emphasis on Pathways supports has been continued.  The appropriate accommodations are put in place to ensure that all students receive the supports they need in their courses.  Regular ISSP meetings are held in the fall and in the spring to evaluate the supports being provided and decide on any changes that may be necessary.

• It was felt our students needed to receive greater recognition for their accomplishments.  To help achieve this goal we held a midyear awards ceremony for students Grades 7 through 12.  All students, in all three levels of programming- general, academic and advanced, were presented with a monetary reward for having achieved the top score in their respective courses.

• Several of our students received scholarships during the year from outside groups/institutions.  These accomplishments were highlighted in our in-school announcements and in our regular publication of the Baltimore Newsletter. 

• Groups of parents, students and classes, led by several of our teachers, took on the task of painting quotes, cartoon characters, sports logos and murals throughout the school.  It is believed that this activity achieved two goals.  First, it makes the surroundings more colorful and stimulating for our students.  The second goal that we believe we accomplished is that our students will take a greater sense of ownership and pride in our school because they have invested their time and talents in completing the beautiful paintings that now decorate the school.

• An oral speaking competition was held for students grades 4, 5 and 6 where all students in these grades wrote and delivered a speech before their classmates.  The three finalists in each grade then read their speeches to a group of students and family members.

• It was agreed that steps needed to be taken to improve the delivery of our learning resources program.  A plan has now been put in place to rearrange the room so that it is more user friendly for our younger students.  In addition, each class has been scheduled for regular visits to the Learning Resource room in the 2005-2006 class schedule.  

• Through analysis of the Primary and Elementary Language Arts Criterion-Referenced tests, we devised an action plan to maintain our strengths and improve on our weaknesses.  Some of the action steps include: to increase vocabulary encountered in literature, to encourage parental involvement and awareness of their child’s reading program, to increase resources in children’s literature, and to provide incentives and activities that will increase children’s interest in reading.  We have worked toward attaining our goals through such strategies as common errors sessions,       response journals, contest participation, the attainment of new resources, buddy and peer reading, public speaking and the displaying of student writing.  In senior high, an emphasis was placed on test familiarity, techniques in essay writing and interpretation, identification of themes and social problems and the use of exemplars

• In order to achieve greater successes in Math we must ensure that we continue to improve upon our delivery of the material.  Student attitudes toward Math need to change and our teachers will lead this change.  Parents must emphasize the need for students to exert greater effort in preparing for tests, especially in the areas of study and completing homework assignments.

• In junior/senior high, many tutorial sessions have been offered throughout the year in addition to the Homework Haven program which promotes peer tutoring.

• In conjunction with the First Steps initiative, primary teachers consistently evaluate progress in Language Arts.

• In order to coordinate skill development, teachers are initiating cross-curricular projects.

• Technology is used to help meet curriculum outcomes in many subject areas.  (The school robotics team placed third in the regional robotics skills competition).

• A greater effort must be made on behalf of parents and teachers in having students attend school regularly.  Absentee rates are high, especially at the end of the week.  This tends to affect results and prevents teachers from having smooth continuity from one class to the next.  To improve attendance, students who came to school regularly were given one period a month to participate in extra-curricular activities with teachers and peers.  Those who were absent for tests/quizzes used this period to complete the work they had missed.

• Students and parents are informed of upcoming testing.  Students are familiar with the format of standardized and criterion-referenced tests and parents are provided with suggestions to help their children.

• To ensure consistency in evaluation, teachers are using rubrics to evaluate student work.  Department Heads meet with the individual teachers of their department to ensure that tests are fair for the levels of all students.  Where possible, teachers work in groups to create common tests.

• Parents will be made aware of tests returned and tests in the near future in the school Newsletter.  This will make it easier for parents to monitor the achievement of their children.

• A commitment has been made to encourage our students to become involved in the various competitions offered throughout the province.  For example, this year students from Grades 4 to 8 participated in the first Heritage Fair at Baltimore school.  Parents worked closely with their children to showcase the unique culture of the Southern Shore. 

• Our students are being given opportunities to express themselves in ways that build character and confidence.  The Theatre Arts students produced their first ever Dinner Theatre that was attended by 350 people.  Students and teachers worked diligently to ensure that the event was a success.

• Research has proven that children who are hungry are less likely to learn.  The school Breakfast Program fed on an average day at least 200 students!

• An increased awareness has been placed on the importance of mental math and hands-on activities.

• The primary/elementary grades are starting writing folders that will contain samples of student writing up through the grades.  This will allow for smooth transition from grade to grade as teachers can readily access student results from the previous years.

• Our staff was divided into groups that made up the various committees that plan the direction that the school is to take.  Members of the individual committees are as follows:

          * School Growth and Development: Darrell Budgell, Adrian Brennan, Julie Chafe, Maria Chidley, Robin McGrath

          * Special Services : Sheila Fennelly, Sharon Clifford, Cynthia Aylward, Lisa Strapp

          * Academic/CRT: Mike Schulz, Mary Chidley, Dennis Mayo, Susan Crane, Verna Sullivan, Jamie Jenkins, Jonahton Burke,

                                       Dave Sullivan, June Mayo, and Jennifer Duggan

         * Peaceful Schools/School Spirit: Michele Maloney, Sandra Lushman, Tina Sullivan-Carew, Sharon Brophy,

                                                            Keith Pender, Dolores Hynes, Sarah Smith, Dave Matchem, Myra Brophy

 

Note: All members of staff are part of a committee at Baltimore school.

 

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School Growth and Development

 

The School Growth and Development Team’s role in the school is to oversee the growth and development of the “School Growth and Development Plan” and to work with all stakeholders to enhance the education of all students.

 

This year the team continued to suggest ways that our school can help realize the goals that were set out last year.  One of the greatest wants seen was the need to continue to battle bullying, a main focus of our mission to make Baltimore a safe and caring school.  As a staff we heightened awareness of student interactions throughout the building and on buses.  All acts of bullying were treated with the intention of educating the bully on the negative effects of their actions, while at the same time sending the message that the penalty for bullying will be severe.  In an attempt to further our knowledge on the topic and the signs that bullying is occurring, our school paid the Canadian Red Cross for a one day presentation that saw two trained individuals start us on a path to develop a school policy on bullying.

 

The second goal that the School Growth Committee made significant gains  in was developing strategies to help deal with the issue of student level of achievement.  It was decided that the school needed a better solution to the problem of students missing tests than simply awarding a grade of 0% for that missed test. In response, the staff was asked to develop a policy on missed tests.  We now set aside the afternoon of the last Friday of every month as a makeup test period.  To further  our effectiveness with this policy and all other school policies, the staff prepared and submitted information for what will be Baltimore School’s first personalized student/parent handbooks.   

 

For the coming school year this committee will continue to serve as the steering committee for all other committee activities at Baltimore.

 

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Special Services

 

The Special Services Committee continued with the process of improving Special Services delivery in the school that were initiated last year. This committee was responsible for identifying the special service needs within our school for the purpose of making recommendations for enhancing such services. The purpose of the Special Services Committee was to ensure that supports were in place for all students in the school, which included re-examining and re-evaluating the roles of all school staff. Also, the committee identified the areas that they would work on this year. It was decided that two of the primary goals of the committee would be to ensure that all teachers (especially new teachers) were familiar with the I.S.S.P. and Pathways process and to improve our own knowledge through our personal growth plans. The second goal was to enhance the library of resources (testing and teaching materials) already existing.

 

To begin the year, the committee arranged for in-servicing of new teachers on the I.S.S.P. Additionally, our special services team in-serviced our Family of Schools in the I.S.S.P. and Pathways process. Our Special Services Team planned and facilitated the session which was an excellent learning experience and an opportunity to learn from other schools and share our knowledge.

 

The committee acquired further testing materials for special services. In the previous school year, the school purchased the WIAT-II and WISC-IV. This year, we added the TAPS-UL, TAPS (lower level), TVPS-UL, TVPS (lower level) to our inventory. This battery of testing equipment now allows the special services department to be self-sufficient in the area of assessment. We no longer have to wait on these testing materials to become available from other schools or the board. This will improve programming for students requiring special services from K-12. To date we have invested approximately five thousand dollars in the area of testing materials. In addition to this, a further four thousand dollars was raised to purchase new resources and teaching materials to benefit students who require special services. This endeavor would not have been successful without the help of the parents and the help of the community.

 

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Guidance Department Overview

 

The Guidance Program at Baltimore School for the 2004-2005 school year continued with many of the initiatives that had begun in the previous school year.  Assessments and programming, Safe and Caring School initiatives and career guidance were the focal points.

The utilization of the Special Services Team to conduct assessments ensured that a greater number of our students could be assessed and receive programming via the appropriate pathway.  In total , there were 21 Comprehensive assessments completed by the Special Services Team.  Additionally, two students were referred and assessed by the School Psychologist.

Baltimore School has a wide variety of assessment resources (testing instruments) . These tests  have been purchased over the past two years as a result of fundraising in the communities serviced by the school. We now have the most current assessment instruments in the area of intelligence, achievement, behaviour, and perceptual skills.

The Special Services Team continued to meet regularly to discuss prereferrals, programming and to organize our assessment plan.

Under the auspice of Safe and Caring Schools, there were a variety of initiates that occurred throughout the school year.  As in previous years, the local detachment of the RCMP carried out the BRAVE program in Grade 5 and the DARE program in Grade 6.

The PEACE TREE and STAR STUDENT programs continue to be very successful in Kindergarten to Grade 6.    The SledSmart (skidoo safety) program was also offered to our students from grades 4-9. 

A poster contest entitled “Bullying Hurts” was used to raise awareness of bullying among our student population. For our staff members an inservice by the Red Cross using the Beyond the Hurt program was arranged to increase awareness and to help focus the school on developing policy and strategies for responding to bullying.  Our Junior High students received sessions on assault and harassment as well.

Career guidance involved individual sessions with the senior high students, specifically with the Level ll and Level lll students to review post secondary choices and career options.  Information sessions were also arranged with some of the post secondary institutions, eg. Memorial, CONA, and Academy Canada.  Youth Ventures and Student Employment centre were also in to offer information on starting your own business, resume writing and interviews.

The Guidance program at Baltimore also consisted of individual counselling, group counselling sessions, consultations with District Specialist and outside agencies, and consultations with parents and teachers.

 

The success of the Guidance program and the Student Support Services can be attributed to a number of things.  However, primarily these programs work well because it is a team effort and there has been tremendous support for Guidance and Special Services from the administration of the school.

 

School Council

 

Council Members: Darlene George (chairperson),  Marilyn Oates (vice-chairperson), Cindy Walsh, Janet Hynes, Theresa Hynes,  Ms. Cynthia Aylward , Beverly O’Brien, Darlene Hayes, Judy Walsh,  Mrs. Sharon Clifford, Sarah Sullivan, Mr. Darrell Budgell and Mr. Robin McGrath.

 

The Baltimore School Council started this year with four  main goals in mind: student achievement, class attendance and eliminating bullying and substance abuse.

 

It was decided by School Council last year that an emphasis needed to be placed on student achievement.  It was agreed that the focus on improving achievement needed to be reinforced in the home as well as at school.  Our staff has made increased efforts to maintain home contact through the use of Positive Performance Updates, Underachieving Reports and regular phone calls.  Any student found to miss an unreasonable amount of school had their parent contacted and reminded that attendance at school is directly linked to student achievement.   A homework program was set up every day after school whereby students could drop into the school library and receive tutoring help from those hired in the Tutoring for Tuition program.  Several teachers have continued to volunteer their services both at lunch and after school.  Our awards ceremony at Graduation was changed so that a greater number of students could be acknowledged for their accomplishments in their respective courses.  For our undergraduate awards the school invested over $2500 in prizes to acknowledge students for academic excellence.  Our students were showcased in our Newsletter and on school announcements  for their academic and non-academic achievements.

 

Classroom attendance was believed to greatly contribute to lack of achievements at Baltimore School.  Staff was especially experiencing a problem with students missing tests and assignment dates.  To help combat this problem we adapted a practice of having students who missed tests write a make-up test which were held on the last Friday afternoon of each month.  This practice was very successful but without it’s own problems.  It was felt that some students were taking advantage of this opportunity and  intentionally missed tests, earning that extra few weeks of time to study and prepare.  Although a problem, it was felt that this was a better situation for both the school and student in contrast to having no evaluation for the student.  We will continue to seek ways to best deal with this issue.

 

A rising concern that we felt the need to address at the school was that of bullying.  Despite having several programs in place at the school to prevent bullying, the problem persisted.  The staff is currently working on developing a policy for dealing with bullies.  In addition, the local RCMP delivered presentations to several classes on the fine line between fun and harassment and abuse, both of which are dealt with in the Criminal Code of Canada.  In the early fall we have arranged for the Red Cross to in-service several of our students to train our general student population on how to combat bullying.