learning together everyday - nlesd steps that we have taken towards the education of all of our...

Annual School Development Report


Holy Family Elementary 9 Ridgewood Drive, Paradise

2012-2013

Vision Statement

Holy Family Elementary, learning together progressively to empower all students to achieve in an inclusive and active environment

Mission Statement

By 2016, the Holy Family Elementary school community will maximize student learning and achievement by progressively

engaging the 21st century learner through inclusive and collaborative practices.

Learning Together Everyday


A Message From

DARRIN PIKE CEO/DIRECTOR OF EDUCATION

This school development plan for 2012-2013 outlines your school’s successes and

highlights, while also determining the direction of the school in matters such as student

achievement and professional development for the coming year.

The planning and execution of a school development plan is an important process that

must be undertaken by the entire school community. A thorough plan lays the foundation

for a productive and successful school year and will be beneficial to every member of the

school community, most importantly the students of your school.

The school development plan contained in this report will be the final one completed

under the strategic plans of the former English school districts. As we move forward with

the development of a new strategic plan for the Newfoundland and Labrador English

School District I thank our administrators, teaching staff, school councils and school

communities for their efforts in developing and implementing the previous plans to

ensure student success and achievement.

I look forward with great enthusiasm to the progress we are going to make as we build

upon these school development plans and continue to provide a quality education for

every student in our province.

Sincerely,

Darrin Pike

CEO/Director of Educatio


Message from Administration

As we reflect on the past year, we are both proud and delighted to be a part of this school community. Having successfully completed year one of our 3-5 year School Development Plan as a team of learners, we have implemented many new initiatives, partnerships and connections – we are LEARNING TOGETHER EVERYDAY. As we analyze our internal and external data, we are encouraged by the progressive steps that we have taken towards the education of all of our students. The resulting data certainly proves that our actions have had an extremely positive impact on our students’ motivation toward learning and their academic achievement. In the year ahead, we will continue to maximize students’ learning potential and achievement by focusing our attention in the areas of 21st Century learning by incorporating diverse, cross-curricular and inclusive practices. We will continue to foster a respectful and healthy school culture, where all members share a responsibility for a safe and caring learning environment and strive to strengthen school-wide collaboration, home and school communication and community partnerships. We look forward to working with our entire school community during 2013-2014 to accomplish our goals! Nancy Elkins Lynette Ivany Principal Assistant Principal


Message from School Council

On behalf of the School Council, I would again like to thank all the teachers, staff, parents and guardians and students of Holy Family Elementary for their support and commitment to our school and to our school community. Holy Family continues to be a vibrant school and I am honoured to be an active member of the community. Each year I reference the continued growth of our school community, and this year is no exception. As our school population is fast approaching 800 children, the School Council remains committed to addressing the challenges we face while ensuring that a quality education, together with the well-being of our children, continues to be our priority. The ongoing school development planning process is integral to this commitment and the Council is actively involved in this process. Specific goals, objectives and strategies have been identified and staff is fully engaged in maximizing and supporting student achievement. Through various committees, we continue to engage the student by incorporating diverse and inclusive practices; to foster a respectful and healthy school culture; and to strengthen collaboration and community partnerships. It is again important to note here that a fourth K-6 school in Paradise is still under consideration. As I have indicated in the past, this would obviously have a direct impact on Holy Family. While it is still too soon to determine the extent of that impact, I can assure you that the School Council will continue to be fully engaged in this process. The teachers, staff, parents, guardians and students of Holy Family continue to be very supportive of our school community, and the School Council continues to appreciate that support. As always, we are here to serve each of you and please do not hesitate to contact us with any issue, concern or question you may have. Sandy Hounsell Chairperson Holy Family Elementary School Council


Overview of School

Our School Community

During the 2012-2013 school year, Holy Family Elementary School was a part of the Eastern School District which had 119 schools with approximately 44 000 students. We are a neighborhood school located on Ridgewood Drive in the community of Paradise, with a student population of 719 students as of June 2013. Programs are offered for students in Kindergarten to Grade 6, in both English and French Immersion, with the option for Grade 6 students to participate in an Intensive Core French program. Once completing their elementary education, Holy Family students proceed to Villanova Junior High for grades 7 and 8, and then attend Holy Spirit High School for Grade 9 and Levels 1, 2 and 3. Both the junior high and high school are located in the town of Conception Bay South.

Our Staff and Classes

Our school staffing included a total of 46.95 educational staff : 32 classroom teachers, 2 administrators, 1.4 guidance councilors, 6.6 special services personnel and 4.95 specialist teachers in the areas of music, physical education and learning resources. Our class sizes ranged from 9 to 26, with an average of 22.5 children per class. Holy Family has access to District Office personnel including a speech language pathologist, educational psychologists and program specialists. The school also had the services of 7 student assistants, two secretaries and three maintenance personnel.

Key Highlights/Special Projects

All programs offered at Holy Family Elementary are based upon the curriculum as prescribed by the Department of Education. The curriculum is outcome- based and is designed to achieve the Essential Graduation Learnings. In addition, we offer individualized programs for students requiring extra support through the development and implementation of IEPs (Individual Educational Program) and ISSPs (Individualized Support Services Plan). These programs range from alternate programming, to alternate curriculum, depending on the needs and exceptionalities of the children requiring the support.

The regular curriculum from Kindergarten to Grade Six includes Language Arts, Mathematics, Science, Social Studies, Health, Religion, Music, Art and Physical Education. Students from grades four to six also have Core French. Kindergarten to Grade Six students are taught by homeroom teachers, except in the areas of Music and Physical Education. Students in grade five and six have


the option of participating in the band program, and there are both primary and elementary non-select choirs.

Intensive Core French - grade 6

This year was the eleventh year that our school offered Intensive Core French in grade six. We had 2 classes in this area with 41 students enrolled in the program. The year was divided into two terms, the first devoting 65% of the school day to learning the French language and second term compacting the English curriculum in order to complete the outcomes as prescribed for Grade 6. The program had tremendous success once again.

Early French Immersion – The Early French Immersion program for Holy Family began in September, 2005. For the first time, we had a student enrollment increase large enough to have 2 French Immersion classes at the Kindergarten level. At all other grade levels, we are one stream.

Music

The music program at Holy Family Elementary strives to develop a strong foundation in musical abilities and an understanding of how they relate to the students and their culture. The students are exposed to many styles of music to create in them the ability to recognize music as an art form and an appreciation of the aesthetic value that it has in our society. All students from Kindergarten through Grade Six participate in the classroom music program which is largely based on the Orff-Schulwerk methodology. Orff-Schulwerk is a music method that combines all aspects of the arts – song, speech, creative movement/dance and instrument playing. This approach to music teaching and learning is based on things children like to do: sing, chant rhymes, clap, dance, and keep a beat or play a rhythm. Everyone is encouraged to participate at his/her own level and to succeed at that level. Above all, children who work in the “Orff way” experience the joy and satisfaction of creating something uniquely their own. This is a fundamental and basic element of the Orff approach. Through these creations come competence and growth in self-confidence. Throughout the school year, each grade level is given the opportunity to perform for the school as well as their parents through assemblies and concerts. The choirs (grade 1-6) are non-select and provide students the opportunity to develop and enhance their musical talents and skills. These ensembles regularly participate in school concerts, assemblies, choral festivals and performances in and around the community. There are also music enrichment opportunities for students in grades 5 and 6 during the lunch hour.


Instrumental Band Program: Historically, instrumental music education has been in existence in Newfoundland and Labrador for many decades, finding its roots from the United States of America and The United Kingdom. Even though its implementation was primarily founded on the basis of entertainment and competition, instrumental instruction soon found its value through many educational characteristics. Below are listed some of the reasons why the band program still remains a part of the school system today.

Playing a wind instrument requires the acquisition of physical development within the hands/fingers, the mouth/tongue as well as lung capacity and breathing. Therefore, playing a wind instrument helps with coordination and healthy living.

The ability to be organized, to study independently and to sit and listen to instruction helps tremendously in the aid of academic success. Good band students develop a regular home practice schedule, attend rehearsals on time with all the materials needed and sit through countless practices building musical pieces from the ‘ground up’. Playing in a wind ensemble helps a young person become mature and responsible.

Music and other art forms have had a place in education since the time of the Greeks. They understood that these types of disciplines helped develop the spatial capacity of the mind. Therefore students who take part in musical activities have a greater chance of understanding abstract thought found in other subjects like mathematics and language arts.

Band is an excellent way for students to become familiar with musical terminology, musical literacy and aural skills. It also requires a collaborative learning environment which requires a group effort.

Holy Family is fortunate to have a strong band program. It is opened to all students in grade five and six. It requires one major characteristic - the passion to learn to play a musical instrument. We have an Instrumental Band program that provides students with the opportunity to develop musical literacy, physical and aural skills and knowledge. The band performs at assemblies, school concerts, and music festivals. Physical Education Program:

Physical Education is a fun-filled program that promotes physical literacy through a variety of movement activities. The emphasis of the program is to promote sportsmanship, cooperation and fair play through movement. Children attended three thirty-minute classes a cycle, participated in skating for an 5 week period (Grades K-1) and were involved in 8 sessions of swimming lessons (Grades 2-6).


We also participated in a school-wide Healthy Commotion Day during the fall, along with a number of school-wide walks.

Our school continues to participate in the Active Schools Program. This program offers a non-competitive, simple, fun and appealing program where every child, without exception, can enjoy the benefits of physical activity every day. It brings physical activity into the classrooms and teaches students how to stay active and healthy.

A large number of students participated in the Newfoundland and Labrador Athletic Association Cross-Country Running Series for Schools, as well as in the Hershey Track and Field in the spring of the year. Our students spend their recess and lunch playtime outside when the weather is suitable. Children need the opportunity to breathe the fresh air, as well as socialize in an environment that encourages active movement.

Lunch time intramural games were also offered to all students from Grades 4 - 6 to those who wished to participate. These games are under the supervision and organization of our Physical Education teachers. The activities played vary throughout the year. They rotate through various lunch time sessions in order to get the opportunity to participate in extra physical activity during the school day. After school sports was offered to grade five and six students 3 days per week providing an opportunity for students to participate in a variety of non-competitive sports and physical activities.

At the end of the year, we entered a baseball team in a tournament sponsored by the RNC. Sgt. Geoff Walsh Memorial Baseball Tournament. Players consisted of grade 5 and 6 students. This year we won the AA Division Championship.

Safe and Caring School Initiates

Grade six students continue to take a leadership role in the school as prefects who assist in the K - 2 classes during recess and lunch periods.

Many of our classes continue to be involved in the Buddy Reading program. Older students are paired with younger age level students during reading. This allows for older students to act as positive role models for younger students and provides opportunities for younger students to demonstrate newly acquired skills to an older mentor.

Birthdays continue to be announced daily Our Positive Behavior Mascot - a BEE named Beezley, continues to visit

our classes and attend school events throughout the year promoting positive behaviors.

Student created Positive Behavior Supports (PBS) videos continue to be presented to the student body – Students teaching students!


Bi-monthly PBS assemblies are held to reinforce the 3 Bs: Be Safe, Be Respectful, Be Responsible

A new school song about PBS was created and shared with the students. It is sung during assemblies and over the PA during Monday morning announcements.

Public Speaking

The development of language is critical to educational growth at the primary and elementary grades. To foster this growth, we encourage our students in grades four to six to partake in a school-wide public speaking event. Students participate at the classroom level first. The Grade four students were asked to present a poem of their choice to their peers. The Grade 5 and 6 students were asked to write their own speeches on a topic of their choice and then present them to their peers. Winners from each class then participate at grade level. Public speaking is an integral part of the Language Arts program and provides all students an opportunity to develop this life-long skill.

Library Program

The library is open for book exchanges and classroom extension activities each day. The collection consists primarily of 5000 print resources, comprising three sections: Fiction, Non-Fiction, and Reference. Other areas include teacher resources and a preparation materials area.

Acceptance Day

Holy Family School values and promotes the acceptance of ALL and respect for the diversity that is reflected in our school community. As an inclusive school, we welcome opportunities to celebrate this diversity and to encourage children to respect each other. The ‘Respectful Workplace Policy’ provides a useful guide to modeling respectful behavior toward others.

On February 27, 2013, we held our first ever Acceptance Day. On this day, the administrative team met with every child at every grade level and spoke about the importance of celebrating individual differences and learning within an anti-bullying environment. Students and staff members were invited to wear pink, although it was not mandatory. This is a symbol of efforts to eliminate bullying behavior and to continue to strive for true acceptance of our uniqueness as individuals. After the presentation, the students created a paper character of themselves, highlighting their individuality. These pictures are superimposed onto the walls of our front entrance. At this time, it is only half completed. It is our intention to have it completed in the 2013-14 school year.

Annual School Development Report Page

10

Technology

Our school values the integration of technology as a diverse learning tool. Early

in the school year, a wireless assessment was conducted and new equipment

was identified and purchased to enable the school to have wireless access

throughout the building. An iPad was purchased for each classroom and

information sessions were held regarding setup and functionality. Later in the

year, a class set of thirty iPads with a syncing cart were purchased. Airserver

software obtained enabled teachers to mirror iPads to interactive boards for large

group viewing. Digital ink monitors were installed on both levels of the school to

highlight school events and activities, however, we are still waiting to have these

operational. Also, the possibility of purchasing a large screen and a digital

projector was investigated for the gymnasium stage. Each classroom continues

to be equipped with an interactive whiteboard and desktop computer, and our

wireless laptop cart continues to circulate for small group activities.

Resources for all of parents as well as students come together at www.hfsparadise.com. Our school website was unveiled in January 2013 celebrating our students and their many learning successes and opportunities. Read our tweets on our website or follow us @holyfamilysch02. Fundraising

This past year we continued to have fabulous support with our recycling program and held another successful Move-A-Thon. As usual, we had tremendous support from our families and community. Revenue Balance left from last year $ 29 635.96 Revenue from Move-a-Thon $ 32 040.01 Revenue from Recycling and MMSB $ 14 277.90 $ 75 953.87 Expenses Expenses for Move-a-Thon $ 1 685.51 Expenses for Recycling Program $ 1 144.25 Technology $ 64 545.12 Physical Education $ 2 004.36 $ 69 379.24 Balance $ 6 574.63

http://www.hfsparadise.co/


11

Partnerships

Town of Paradise Our grade 6 students attended a Municipal Awareness Day sponsored by the town during the month of May. They visited the town hall to learn about the operation of our municipality. The town also provided a free concert, performer Ray Lake, for our students during Snow and Ice in Paradise.

D.A.R.E Program

Our Grade 6 students continued to participate in the Drug Abuse Resistance Education (D.A.R.E) program that is offered through the Royal Newfoundland Constabulary again this year. Constabulary Nixon and Constable Didham delivered this very informative nine-week program that is designed to help our children learn how to resist pressure regarding alcohol, tobacco, marijuana, inhalants, and other drugs.

Recycling Program

For the past several years, in conjunction with Evergreen Environmental Corporation and the Multi-Media Stewardship Board, we have had a very successful recycling program in place at our school. ‘Blitzes’ were held once per month and a group of teachers/students organized the daily recycling program of beverage containers and paper. The recycling efforts of the entire school community continue to be greatly appreciated. The grand recycling total for this year was $14 277.90. FANTASTIC!!!!! These funds have been directed toward our school development plan in purchasing new resources.

Community Use of Schools

Our school supports the community by making its facilities available to various user groups. Our gymnasium is used frequently in the evening and on the weekends. These groups include: Beavers, Cubs, Brownies, Guides, Paradise Minor Soccer and various adult sport groups.

Roots of Empathy This is the second year offering the Roots of Empathy program (ROE) at our school. This is a national program that teaches students about feelings, their own feelings and the feelings of others, through the help of a baby and his/her family. Ms. Elkins, Ms. Ivany, Ms. Abbott and Ms. Boone are certified ROE instructors and offered this program to all of our grade 4 classes. The instructors visited the classroom for 27 lessons, and once a month the babies and their mom/dad accompanied them in the classroom. As students observed the baby’s behaviors, the students learned to identify and reflect on similar feelings in their


12

own experiences. The curriculum consists of topics that include such things as crying, sleep, safety, emotions, and communication.

Learn Not to Burn

Mr. Gary Power, from the Fire Prevention Division of the St. John’s Regional Fire Department, presented The Learn Not to Burn program to all primary students during the month of November.

Aliant Pioneers The Aliant Pioneers visited our Kindergarten students and donated a personalized reader to each of our Kindergarten students. This personalized approach allowed the children to become heroes in their own lives, fostered a healthy self-concept, reinforced their reading skills and helped build character, which all help create a positive attitude toward self and to learning.

Junior Achievement:

This year the Grade Six students continued to participate in the program “Our Business World” with Junior Achievement. The program provides our students with experience in making big decisions in different areas of a small manufacturing operation. Students explore the many aspects of business, hands-on. By experimenting with real world business challenges, students discover the value of working smart and the career opportunities awaiting educated employees.

Newspapers in Education

Our school continues to participate in this program with the Telegram.

Newspapers are distributed daily to classrooms for use in various curriculum

areas.

Family Fun Night

During the month of April, we celebrated “Families” with our school community by

having two evening sessions with the students and their parents/guardians.

Activities such as drumming, break dancing, yoga, martial arts, Irish dancing,

storytelling, origami, caricature drawing, gymnastics, modeling, and sketching

were offered to our participants. Over 900 people showed up for a fun-filled

evening!


13

Jamarama

Our Outreach Fundraiser this year was the Janeway hospital. Many staff

members purchased pyjamas from the project and many students wore their

pyjamas during Jamarama Day. A monetary contribution of $ 2500.00 was made

to the Janeway.


Summary Report on the School’s Most Current Data

Provincial Assessment Data

Reading Records for Grades 1 and 2

Grade 1 Enrolment 115 students

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province

47.3 64.6 62.6 64.6 67.4 64.6 62.3 60.2 60.2 63.4 59.2 58.7

What do these results tell us?

For the past three years our students were at or above the Provincial benchmark, slightly higher than both the District and

Provincial level. Although we have achieved this level, we have increased our Instructional Resource Teacher allocation at the

grade 2 level, with an extra emphasis on Guided Reading. It is our hope that with additional teaching units in this area, that a

higher percentage of our students will achieve at or above the District/Provincial level.

Grade 2: Percentage of Students (in June) at or above the Provincial benchmark

Grade 2 Enrolment 106 students

2009/10 2010/11 2011/12 2012/13


74.4 72.6 72.6 69.8 74.8 73.8 71.8 68.1 66.9 89.2 65.6 64.5



For the past four years, except in 2010/11, our students were above the Provincial benchmark. This year our students were

significantly higher than both the District and Province. Guided Reading was extensively utilized at this grade level.

CRT data by strand for grades 3 and 6

Grade 3 English Language Arts

Enrolment 87

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 95.7 92.5 92.2 83.7 79.8 79.7 76.0 67.8 67.5 78.5 73.0 72.7

Listening 84.6 80.8 80.9 91.9 87.9 87.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Demand

Writing 82.4 74.4 73.9 85.9 73.2 72.0 90.1 81.5 81.7 77.5 65.2 64.4

Poetic 67.8 71.1 71.5 85.9 79.0 77.8 63.6 48.8 47.9 83.8 66.9 65.2

Informational 56.3 62.9 63.6 46.9 53.1 52.8 75.4 64.3 64.4 91.3 80.3 80.1

Listening 62.0 61.5 59.9 63.6 69.5 68.9

What do these results tell us? In the past 2 years, Holy Family has been at or above district and province in all areas of Elementary English Language Arts.

In the 2 years previous to this, we were at or above in all areas with the exception of informational and poetic in 09/10,

listening in 10/11, and informational in 10/11. During the 2011-2013 years, Listening was not tested.


Grade 6 English Language Arts

Enrolment 101 students

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 83.7 81.7 81.0 83.8 80.3 79.5 72.9 71.6 71.1 82.6 79.0 78.5

Listening 87.4 87.4 86.7 71.6 68.2 67.0

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Demand

Writing 88.3 83.3 81.3 83.6 75.4 74.7 79.0 74.8 74.9 81.4 78.9 76.5

Poetic 64.5 70.6 69.9 66.7 67.9 66.2 56.3 49.9 50.4 90.2 83.6 82.1

Informational 75.0 70.2 68.4 65.7 59.8 58.7 78.2 57.3 58.6 84.4 83.9 83.6

Listening 69.0 69.3 66.6 65.7 54.4 51.8

What do these results tell us? In the past 4 years, Holy Family has been at or above district and province in all areas of Elementary English Language Arts,

with the exception of Poetic and Listening in 09/10 and poetic in 2010/11. During the 2011-2013 years, Listening was not

tested.


Internal Assessment Data

Percentage of Students Scoring 3 and Above on Report Card Indicators 2012-2013

K Eng

K FI

Gr1 Eng

Gr. 1FI

Gr 2 Eng

Gr.2 FI

Gr 3 Eng

Gr 3 FI

Gr.4 Eng

Gr 4 FI

Gr 5 Eng

Gr 5 FI

Gr 6 Eng

Gr.6 FI

Gr 6 ICF

Language Arts

Listening & Speaking

99 100 98 91 93 98 90 100/100 97 100/97 97 100/100 99 100/100 100

Reading & Viewing 96 94 93 91 94 71 92 100/100 91 100/100 94 100/98 95 100/100 100

Writing & Representing

94 100 93 92 90 93 87 100/96 89 100/100 92 100/100 95 100/100 100

French Language/Cultural

Diversity

NA 100 NA 100 NA 100 NA 100 NA 100 NA 100 NA 100 100

Mathematics

Problem Solving NA NA 94 94 93 93 91 91 88 88 89 89 95 95 95

Mathematical Reasoning

98 98 93 93 90 90 90 90 86 86 88 88 97 97 97

Number

98 98 97 97 95 95 94 94 94 94 92 92 97 97 97

Patterns & Relations

99 99 98 98 94 94 97 97 94 94 93 93 96 96 96

Geometry & Measurement

100 100 98 98 98 98 98 98 95 95 97 97 98 98 98

Data Management NA NA NA NA 97 97 98 98 90 90 97 97 99 99 99

* Bold number represents scoring in the English Language Arts component for French Immersion in grades 3-6.


On the report card, a “3” represents a satisfactory understanding, a “4” represents a good understanding, and a “5” represents a strong

understanding. As is evident from the above table, a great majority of our students have attained a level “3” or above during the year.

As we reflect on this data analysis, we are confident that we need to maintain the initiatives that have been established, as well as

develop new strategies and actions to address our mission of maximizing student learning and achievement by progressively engaging

the 21st century learner through inclusion and collaborative practices. Our objective areas for the following year include: guided

reading/listening, mathematics, technology, inclusionary practices, safe, caring and active schools, and collaboration and

communication.


Report on School Development Plan for Previous Year

Goal 1: To progressively engage the 21st century learner by incorporating diverse, cross-curricular and inclusive practices to maximize students’

learning potential and achievement.

Objective 1.1: Students will

demonstrate improved mathematical

skills in communication (orally and

written) in all strands

Objective 1.2: Students will engage in

the Guided Reading process

Objective 1.3: The school

community will explore the 21st

century learner

Objective 1.4 : The school

community will implement the

service delivery model of

programming for students

Evaluation

1.1.1Math problems were highlighted

each month

1.1.2 Success of Math Mania Day

with modifications to age appropriate

activities

1.1.3 Oral production resources were

purchased to enhance classroom

performance

1.1.4 Continue to share best ideas

with relation to new iPad apps and

smartboard activities focusing on

Math

1.1.5 Display examples of students

work in the area of written responses

1.1.6 Continue to encourage teachers

to spread math across the

curriculum

1.1.7 Developed long range plans

1.1.8 Tabulated and used relevant

academic intervention data from the

report cards to inform practice

Evaluation

1.2.1 Easy access to guided reading

resources which are stored in a central

location and online activities promoted

and encouraged guided reading

practices. IRT support within the

classroom offered teachers extra

support in completing Daily Five

activities.

1.2.2 IRT classroom support

encouraged teachers to implement

strategies of guided reading

1.2.3 Guided reading resources were

purchased in the end of 2011-2012

school year

1.2.4 Classroom teachers were

encouraged to develop schedules that

reflect literacy blocks that include

guided reading practices (Daily Five).

1.2.5 Opportunities for peer mentoring

of guided reading practices were

shared during grade level meetings.

1.2.6. Additional guided reading

resources and activities were posted on

HF Staff under the Curriculum icon

for all staff members to access.

1.2.7Academic Intervention Data

forms were completed in term one and

term two to inform practice.

Evaluation:

1.3.1 Long-term planning reflected in

technology

1.3.2 21st century model presented at

PD (school closeout and district

closeout). 1.3.3 Projects occurred and

highlighted on our school

1.3.4 Staff surveyed to reflect

professional development needs in

technology. PD offered in various

areas through teacher-driven sessions

(Teamboards, kidblog)

1.3.4- Equipment continues to be

acquired (iPads trolley will be in

circulation for September

Evaluation:

1.4.1 Classroom teachers, LRT and

IRTs collaborated more often and on

an ongoing basis

1.4.2 Protocol has been initiated to

organize and manage vision/hearing

screening results (binder in office

1.4.3 Classroom teachers were

invited to attend Service Delivery

Team meetings.

1.4.4 Information surrounding

inclusion has been included in parent

newsletters, on the school website

and on a bulletin board.

1.4.5 Held collegial circles; continued

to promote and emphasize the use of

DI resources.

1.4.6Academic intervention data has

been summarized and used by

teachers.

1.4.7 New Service delivery model has

been presented formally to staff


Goal 2: To continue to foster a respectful and healthy school culture where all members share responsibility for a safe and caring learning

environment

Objective 2.1: The school community will evaluate and further develop

school-wide PBS strategies

Objective 2.2: The school community will investigate and engage in new healthy,

active living initiatives

Evaluation:

2.1.1 Held 3 assemblies to show students what positive behaviour looks

like in areas of the school

2.1.2 The group decided to focus on the main areas of the school instead of

target words (ex. Bus, playground, hallways, etc.)

2.1.3 All Grade 4 classes participated in Roots of Empathy for the school

year

2.1.4 T-shirts and visuals were discussed but will need to be looked at next

year

2.1.5 Held discussions at staff meetings surrounding student behaviour, as

well as, staff attending PBS assemblies to insure consistency in the school

2.1.6 Had write ups in newsletters to inform school community about PBS

initiatives in the school

2.1.7 Song was created and has been sung frequently over the PA and at

assemblies

Evaluation:

2.2.1 Active living activities were offered to the whole school this year

2.2.2 We started “Fruit Friday” as a way to promote healthy eating

2.2.3 Communicated to staff where to find active living resources online.

2.2.4 Active living personnel is no longer available at the board

2.2.5 A website was developed to track student’s participation in the active living

homework initiative.

Goal 3: To strengthen school-wide collaboration, home and school communication and community partnerships to support student achievement.

Objective 3.1: The school community will investigate and begin to

implement ways for teachers to plan collaboratively to improve student

achievement

Objective 3.2 The school community will investigate and begin to implement

additional ways of communication between home and school

Evaluation:

3.1.1 Majority of IRT’s participated in grade level planning meetings,

schedules made to allow IRT time for supports in the classroom

3.1.2 Kindergartens went skating in AM, PM was used for Kindergarten

teachers to plan, and two teachers at the same grade level were off for

gym, music and choir together so collaboration could occur

3.1.3 On October 26th, Administration clarified roles to teaching staff. On

March, 15th, Guidance and Administration outlined roles and

responsibilities to the student assistants.

3.1.4 Information Binders were distributed to staff.

Evaluation:

3.2.1 Teachers use daily emails, blogs, glogster, twitter, and Holy Family website

to communicate (i.e. Play and learn, two Janeway Jamarama days, Epilepsy

awareness day, Acceptance day).

3.2.2 Parents were surveyed and volunteer schedule was set up

3.2.3 Two digital monitors were purchased, still waiting for installation

3.2.4- Parent volunteer schedule has been established and is maintained by a

parent volunteer

3.2.5 LRT teacher maintains the website


Operational Issues Report 2012-13

Year Issue Action Evaluation

2012-13 Fence around playground

Not addressed at this time Bring forward to next SD Plan

Lack of classroom space

2 modular classrooms requested 2 new modular classrooms were added

to the back of the school

Increased traffic and lack of parking

stalls on parking lot

2 additional teachers were added to

parking lot supervision during the

morning rush time (8:30 am – 9:00

am)

The additional supervision has

improved flow of traffic, as well as

safety. There is no more space

available to create extra parking stalls.

Science storage area for science

materials

Teachers are housing their own

science materials (collectively at grade

level) due to lack of space

This will be the practice until space

becomes available


Actions for Change Goal 1: To progressively engage the 21st century learner by incorporating diverse, cross-curricular and inclusive practices to maximize students’




skills in communication (orally and

written) in all strands

Objective 1.2: Students will engage in

the Guided Reading process


community will explore the 21st

century learner


community will implement the

service delivery model of

programming for students

Actions for Change

1.1.1 Encourage teachers to highlight

Math problems as classroom practice

in support of mathematical

reasoning, and display sample

answers on bulletin boards to foster

positive reinforcement .

1.1.2 Eliminated Math-O from

Primary grades due to difficulty of

activity.

1.1.3 Utilize answer boards to

enhance oral production in the

classroom; eliminate stress from

students who are inhibited to speak.

1.1.4 Ensure comfort level of all

teachers is taken into consideration to

enhance the use of technology

1.1.5 Utilization of school webpage

to display mathematical reasoning

work samples

1.1.6 Sharing of best practices

around math integration into other

curriculum areas

1.1.7 To continue to develop long

range plans and to use relevant



Actions for Change

1.2.1 Continue to use the accessible

guided reading resources which are

stored in a central location and online

activities that promote and encourage

guided reading practices.

1.2.2 Continue literacy initiatives

such as Literacy Fair, Buddy Reading,

Daily Five)

1.2.3 Continue to update resources

(guided reading materials, running

record resources, book bins, baggie

books)

1.2.4 Classroom teachers are

encouraged to develop schedules that

reflect literacy blocks that include

guided reading practices (Daily Five).

1.2.5 Continue to create opportunities

for peer mentoring of guided reading

practices during grade level meetings.

1.2.6. Continue to use the curriculum

icon on HF Staff to locate information

re. guided reading

1.2.7 Continue to use academic

intervention data from reporting

periods to inform practice.

Actions for Change

1.3.1 Continue to develop long-term

plans reflecting technology

integration

1.3.2 To define the role of the teacher

(facilitator), learner and the

environment in the 21st century model

1.3.3Continuation of 21st century

projects, highlighting them on our

website

1.3.4 Continue to share best practices

surrounding technology

1.3.4 To further implement the use of

iPads with our students for academic

purposes.

Actions for Change

1.4.1 Investigate new and effective

ways to collaborate for co-teaching.

1.4.2 Fine-tune protocols for SLP

referrals and Pre-referral process.

1.4.3 Continue to invite classroom

teachers to attend Service Delivery

Team meetings

1.4.4 Continue to write articles for

parent newsletters, school website

and bulletin board.

1.4.5 Continue to promote and

emphasize the use of DI resources.

1.4.6 Continue to use the data

gathered from academic interventions

to inform practices

1.4.7 Assign IRT personnel to

kindergarten to provide early support,

in addition to individual caseload

programming.



environment

Objective 2.1: The school community will evaluate and further develop

school-wide PBS strategies

Objective 2.2: The school community will investigate and engage in new healthy,


Actions for Change:

2.1.1 Continue with PBS assemblies to reinforce and demonstrate positive

behaviors

2.1.2 Continue to focus on areas of the school for PBS

2.1.3 Continue with the Roots of Empathy program.

2.1.4 Revisit the possibility of purchasing t-shirts and visuals when our

new logo has been created.

2.1.5 To present management procedures for all main areas of the school

during the fall

2.1.6 To increase frequency of PBS announcements in school newsletters,

website, etc.

2.1.7 To record our PBS song to make it more accessible to the school

community.

Actions for Change:

2.2.1 Continue with Active Living practices within our classrooms

2.2.2 Continue with this practice of Fruit Fridays and increase advertising.

2.2.3 Active living homework initiative needs to be altered to an activity that can

be done in school every few months. (ex. Graphing and active activities)

2.2.4 Avail of other resources to have a whole staff refresher of active living

activities (best practices during staff meeting)


Objective 3.1: The school community will investigate and begin to

implement ways for teachers to plan collaboratively to improve student

achievement

Objective 3.2 The school community will investigate and begin to implement

additional ways of communication between home and school

Actions for Change:

3.1.1 Continue to have IRT’s participate in grade level planning

meetings, and arrange schedules to have IRT supports in the classroom

(where possible)

3.1.2 Investigate the Kindergarten skating program

3.1.3 Continue to educate new teaching staff and student assistants on

roles and responsibilities.

3.1.4 Update Information Binders with new information each September.

(I.e. Schedules, medical information, etc).

Actions for Change: 3.2.1Continue to communicate with parents through social networks.

3.2.3 Installation and utilization of our digital monitors

3.2.2–3.2.4 Update and continue to use volunteers throughout the school.

3.2.5 LRT teacher maintains the website – continue with this practice.


School Development Plan for Current Year (2013-2014) Goal 1: To progressively engage the 21st century learner by incorporating diverse, cross-curricular and inclusive practices to maximize students’




skills in shape and space, connections

and representations

Math Committee

Objective 1.2: Students will continue

to engage in the guided reading

process and demonstrate improved

listening skills

Guided Reading/Listening


community will continue to explore

the 21st century learner and integrate

a variety of technologies into the

curriculum 21st Century Committee


community will continue to

implement the service delivery model

of programming for students

Inclusive Practices Committee

Strategies:

1.1.1To continue highlighting the Math

Problem of the Month incorporating

shape/space and

connections/representations (i.e. on

newsletters, school website)

1.1.2 To continue Math Mania Day

specifically highlighting shape/space,

connections/representations

1.1.3To investigate and purchase

resources needed to facilitate the focus

on shape/space,

connections/representation

1.1.4 To investigate and share ways of

utilizing 21st Century principles to meet

math curriculum outcomes (ie. answer

boards, concrete materials, iPad, etc.)

1.1.5 To display examples of students’

work in the areas of written responses

1.1.6 To encourage teachers to

investigate ways of incorporating math

into other curriculum areas 1.1.7 To

utilize and modify long- term curriculum

plans according to students’ needs

1.1.8 To tabulate and use relevant

academic intervention data from the report

cards to inform practice

1.1.9 To provide models of responses for

students and parents (website and in

class)

Strategies:

1.2.1 To encourage teachers to continue to

develop guided reading practices

1.2.2 To continue to acquire more print

resources of a variety of genres for guided

reading and book boxes (specific levels)

1.2.3 To continue to have classroom

schedules reflect literacy blocks that

incorporate guided reading

1.2.4 To provide opportunities for peer

mentoring of guided reading practices for

new teachers

1.2.5 To investigate and share additional

activities related to guided reading process

and its implementation (i.e. word work,

writing)


academic intervention data from the report

cards to inform practice

1.2.7 To utilize and modify long- range

plans to support language arts outcomes

1.2.8 To conduct PA announcements at

varying times throughout the day to

determine the best time for active listening

1.2.9 To avail of our Speech Language

Pathologist to help facilitate listening skills

across all grade levels and to share the

results with parents (curriculum night,

KinderStart, Newsletters, etc.)

Strategies:

1.3.1 To continue to integrate technology

into the curriculum

1.3.2 To further research and define the

21st century learner and the teacher’s role,

student’s role and the environment

1.3.3 To continue to research projects

ideal for the child’s development and

curricular goals

1.3.4 To continue to support and plan for

the staff’s needs regarding technology

integration

1.3.5 To continue to acquire equipment

and resources to meet learner needs

1.3.6 To share best practices surrounding

21st Century learning and themes

Strategies:

1.4.1To continue to investigate and

implement new and collaborative ways to

co-teach

1.4.2 To fine tune protocols for speech

language pathologist referrals and the pre-

referral process

1.4.3 To continue to enable classroom

teachers to attend meetings and present

student academic concerns

1.4.4 To continue to promote and provide

information on inclusion to parents and

students through newsletters and website

1.4.5 To promote and emphasize DI

strategies and collegial circles




1.4.7 To conduct a refresher in

September of the Service Delivery Model

1.4.8 To share best inclusive practices


Indicators of Success:

1.1.1 Increased awareness through

the use of website, newsletters. PA,

and digital ink monitors.

1.1.2Math Mania Day’s activities

highlighting shape/space,

connections/representations

1.1.3Resources purchased and

utilized

1.1.4Staff sharing of best technology

practices

1.1.5 Students’ work displayed on

bulletin boards

1.1.6 Cross-curricular

implementations evident in long-term

planning

1.1.7 Long-term planning is utilized

and modified

1.1.8 Academic intervention data

from the report cards is tabulated

1.1.9 Models provided


1.2.1 Teachers are consistently

utilizing guided reading practices (i.e.

Daily Five Model)

1.2.2 Print resources of a variety of

genres for guided reading and book

boxes are purchased

1.2.3 Classroom schedules will reflect

literacy blocks that incorporate guided

reading (i.e. Daily Five Model)

1.2.4 Peer mentoring of guided

reading practices for new teachers

occurs (i.e. Daily Five Model)

1.2.5 Staff sharing of best guided

reading practices is evident

1.2.6 Academic intervention data from

the report cards is tabulated

1.2.7 Long-term planning is utilized

and modified

1.2.8 Times experimented, survey and

consensus from teachers, and time set

1.2.9 Improved listening skills and

information provided to parents.


1.3.1 Technology is integrated

1.3.2 The roles are defined

1.3.3A list of projects is developed

1.3.4 Teacher support in place

1.3.5 Equipment is purchased,

upgraded, etc.

1.3.6 Best practices shared


1.4.1Teachers will implement co-

teaching activities into their regular

weekly planning

1.4.2 Referral process protocols are

put in place and followed

1.4.3 Teachers attend and present

student academic concerns at Service

Delivery Team Meetings

1.4.4 Newsletters and website will

include information on inclusion for

the school community

1.4.5 DI strategies are shared (staff

meetings) and collegial circles are

continued throughout the year

1.4.6 Academic intervention data

from the report cards is tabulated

1.4.7 Teachers will receive refresher

in a September staff meeting

1.4.8 Best practices shared

Goal 1. Support Plan

Financial

Professional Development/Time Required

1.1.1 Problem Solving Prizes ($500)

1.1.2 Math Mania ($1500)

1.1.3 Math Resources ($150/grade level - $4 650.00)

1.2.2 Levelled books required at specific levels ($1 000.00), additional

Reading Assessment Kits - English and FI ($1 500.00), Book bins for

new classes/students ($400.00), New Baggie Books ($ 5000.00)

1.3.5 Expansion of additional online subscriptions ($5 000.00), purchase

of Apps ($ 1 250.00), additional class set of iPads plus cases

1.4.5 DI materials for new classrooms and supplies for Collegial Circles

($500.00)

1.1.4 One day PD on 21st Century integration in Math

1.2.9 One day PD on Active Listening (Speech Language facilitator)

1.3.2 – 1.3.4 – 1.3.6 One day PD on the 21st Century Learning



environment – PBS & HEALTHY LIVING COMMITTEE

Objective 2.1: Students will demonstrate their role as safe, respectful and

responsible citizens (in school).

Objective 2.2: The school community will continue to engage in new healthy,


Strategies:

2.1.1 To continue to organize monthly assemblies to reinforce PBS

principles

2.1.2 To continue to focus on areas of the school for PBS

2.1.3 To continue with Roots of Empathy program

2.1.4 To create visual displays of PBS principles (bulletin boards, posters,

t-shirts, etc.)

2.1.5 To continue to reinforce staff consistency for student behavior

2.1.6 To continue to make PBS school, newsletter and website

announcements

2.1.7 To record the PBS song to make it more accessible

Strategies:

2.2.1 To continue to offer new active living activities within the school

2.2.2 To continue to offer healthy eating days with more awareness

2.2.3 To encourage teachers to use the online resource for Active Living


2.1.1 Monthly assemblies held

2.1.2 Focus is evident

2.1.3 All Grade 4 classes involved in ROE program

2.1.4 Visual displays created, t-shirts designed and purchased.

2.1.5 Round table discussion surrounding PBS Matrix during staff

meetings (10 minutes)

2.1.6 PBS information announced to go with the monthly theme

2.1.7 Song is recorded


2.2.1 Active living activities occur

2.2.2 Special days are targeted for healthy eating

2.2.3 Online resources are accessed and used


Financial Professional Development/Time Required

2.1.7 Song ($200.00)

2.2.1 Half a PD Day Refresher for Active Schools



SCHOOL WIDE COLLABORATION AND COMMUNICATION COMMITTEE

Objective 3.1: The school community will continue to implement

effective ways for teachers to plan collaboratively to improve student

achievement

Objective 3.2 The school community will continue to implement and foster

partnerships within the community

Strategies:

3.1.1 To continue with IRT attending grade level planning meetings

3.1.2 To continue to combine classes in scheduling to allow for teacher

collaboration

3.1.3 To continue to educate any new teaching staff and student assistants

on their roles and responsibilities

3.1.4 To update substitute binders with new information each September

Strategies:

3.2.1 To continue to communicate with parents in a variety of ways

3.2.2 To install digital monitors and begin using them to share information and

school successes

3.2.3 To continue to have a volunteer presence throughout the school

3.2.4 To develop 5 new partnerships with the community


3.1.1 IRT teachers in attendance

3.1.2 Scheduled time is available during the school day to plan

collaboratively to maximize student achievement

3.1.3 Roles and responsibilities of new teachers and student assistants are

clarified, communicated and followed

3.1.4 Binders updated


3.2.1 Parents are informed

3.2.2 Monitors installed and used

3.2.3 Volunteers within the school

3.2.4 5 partnerships developed


Financial Professional Development/Time Required

Operational Issues for 2013-2014

Operational Issue Intended Action

Fence Around Playground -To request funding from District and the town of Paradise to complete

Increased Traffic and Lack of Parking

Stalls on Parking Lot

-School council/district, signage and fresh paint.

learning together everyday - nlesd steps that we have taken towards the education of all of our...

Documents