École mission centralmissioncentral.mpsd.ca/documents/schoolgrowthplan20… · web viewÉcole....

Elementary Growth PlanÉcole Mission Central Elementary

2016 – 2017

École Mission Central ElementaryGrowth Plan

2016 - 2017

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2016 – 2017

ContentsSchool and Community Context...................................................................................................

Unique Features......................................................................................................................... 3Community Partnerships/Initiatives.............................................................................................3Parent Involvement.....................................................................................................................3

Goal: Literacy...............................................................................................................................4Objectives...................................................................................................................................4Rationale.....................................................................................................................................4Current Data .............................................................................................................................. 4Trends Over Time ......................................................................................................................4Evidence of Change....................................................................................................................4Comment / Summary of Progress...............................................................................................5Action Plan..................................................................................................................................5

Goal: Social Responsibility........................................................................................................6Objectives...................................................................................................................................6Rationale.....................................................................................................................................6Current Data............................................................................................................................... 7Evidence of Change....................................................................................................................8Comment / Summary of Progress...............................................................................................8Action Plan..................................................................................................................................8

Goal: Numeracy.........................................................................................................................10Objectives.................................................................................................................................10Rationale...................................................................................................................................10Current Data ............................................................................................................................10Trends Over Time.....................................................................................................................10Evidence of Change..................................................................................................................10Comment / Summary of Progress.............................................................................................11Action Plan............................................................................................................................... 11

Signature Page.......................................................................................................................... 12

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2016 – 2017Unique Features:

École Mission Central Elementary is a dynamic, vibrant and engaging school. Our dual track school offers French Immersion and English options for Kindergarten to Grade 6 students. We are a diverse community of learners and we are proud of the many cultures our students come from. Over thirty percent of our students have identified themselves as Aboriginal. We also have students who celebrate their El Salvador, Korean, Indo Canadian and European heritages. Central offers well balanced academic, athletic, cultural, and community programs. We are pleased to offer a breakfast and lunch program that all students are eligible to participate in. At École Mission Central we provide an engaging environment that is safe, caring and welcoming. Our dedicated staff encourages and challenges all learners to rise to their intellectual, social, emotional and physical best. We Believe in You!

Community Partnerships/Initiatives:

École Mission Central Neighbourhood Learning Centre has many community partnerships. Beginning with preschool opportunities, families can participate in Mother Goose, ABC 123 Preschool, Strongstart and Ready Set Learn. Families can also participate in a number of cooking programs such as Food and Fun which is offered by our Neighbourhood Learning Centre coordinator. In addition, programs are offered through Community Services and the Ministry for Children and Family Development such as Foster Parent meetings and Little Champions, an anxiety series for children. Mission Central houses the Siwal Siwes Aboriginal Department which brings in many community elders to monthly Advisory Meetings and other events. Recently, a group of seniors, many of whom are retired teachers, contacted our school when they heard about our Breakfast Program. They now volunteer several mornings a week making toast, pouring cereal and helping our students begin their day in a healthy, calm and connected way. Central appreciates the community involvement to create and maintain a school garden where vegetables and flowers are grown. Finally, Mission Central has a good relationship with the Mission Friendship Centre where we have the honour to host special events such as the Friendship Centre Sports Day. Our connection to the community is one of the reasons why Ecole Mission Central is such a special place.

Parent Involvement:

Parents are integral to the success of our school. Our wonderful PAC works tirelessly to provide community building activities such as the Mug and Muffin, Movie Nights, pancake breakfasts and fun nights at Halloween and Christmas. In addition, our parents fundraise to provide extras to the school including the long term commitment to purchasing a new playground and supporting individual classrooms. Some of our parents volunteer in our Breakfast Club and in classrooms, which we appreciate very much. Parents are always welcome at École Mission Central and we thank them for all they do.

Goal 1: LiteracyTo improve and enhance the knowledge, skills and attitudes in reading from Kindergarten to Grade 6.

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2016 – 2017

Objectives : 1. Improve comprehension, grades 3 – 62. Improve decoding skills, grades K – 2

Rationale : FSA data collected for grade 4 over the past five years, while showing an improving trend, still indicates a

need for continued focus in this area

**Note: FSA testing format changed in the 2008-09 school year. The change in format and lower than average participation rates have to be considered when analyzing the data.

Data Sources:

Assessment: Foundation Skills Assessment (FSA) Fall 2014 Grade 4 Reading Comprehension ResultsNumber of Grade 4 students based on February enrolment: 24

No. of Participants Not Yet Meeting Meeting Exceeding

Female 9(56%) 6(38%) 1(6%)

Male Msk Msk Msk

Aboriginal 7 (70%) 2 (20%) 1(10%)

Total Participation 12(57%) 8 (38%) 1(5%)

FSA Reading Comprehension Percentage of Grade 4 Students – Meeting/Exceeding Expectations

Grade 2010 2011 2012 2013 2014

4 47% 59% 75% 72% 43%

4 (Ab) 0% 78% 50% 50% 30%

Evidence of Change:

The FSA data shows a gradual increase since 2010. Beginning with 47% of students meeting/exceeding expectations, there has been a general increase in success demonstrated until last year when there was a decline (43%). We are proud with the improvement in the success of our Aboriginal students – 0% meeting/exceeding expectations in 2010 to 30% success last year.

Targets (over 3 years):

We will continue to work toward attaining 85% of our students meeting or exceeding expectations on the Foundation Skills Assessment.

Comment / Summary of Progress:Although we are proud of the growth of our students over the last four years, we plan to continue to remain focussed on improving reading comprehension. Baseline data for Kindergarten to Grade 2 decoding skills will be collected in

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2016 – 2017the Spring of 2016.

Action Plan: These are the actions we believe will accomplish our objectives…

Practices that are working well in our school: Continue to encourage primary teachers to attend Connect 75 meetings Continue to focus on the implementation of Reading Power strategies – (English & French) Continue literacy programs such as Ready-Set Learn, Books for Bedtime, Reading Buddies and the Read-a-

thon Continue to participate in the Discover Books Lending Library program (sponsored by United Way) to give

students access to greater number of books at home

What things will we do differently? Create book bins of levelled books so that students can access “just right” books Implement a consistent Reading Buddy time Create a school wide Home Reading program Guest readers – invite community members to read with our students Create a consistent morning reading routine with Elders and Parents reading in small groups or one to one Differentiate instruction to meet the needs of all learners Author’s Day Incorporate technology including Smartboard and Netbook reading activities Begin to collect baseline data from District Assessments, Spring 2016(DART, SWW, DRA - English and

French) Incorporate Raz Kids online guided reading program.

How will we provide for staff development and collaboration Collaborative teacher teams Continue to add to our library of Adrienne Gear “gems’ – book talks at staff meetings Professional development in the area if differentiation of instruction, curriculum Development of School Wide Assessments for reading and comprehension District and Provincial Government has provided collaboration time for implementation of new curriculum

How will we involve parents? Parents will continue to be involved in reading to our primary students Parents will continue to participate in our StrongStart Centre, Ready, Set, Learn and Books for Bedtime Monthly newsletters PAC Meetings

How will we monitor and adjust our actions? Monitoring will be done on both an informal and formal basis. These include discussions with staff,

ongoing assessments and evaluations, formal agenda items at staff meetings, and formal District and Provincial assessments

Collaborative teacher teams – Reading Committee The mid-month staff meetings are dedicated to curriculum issues

Goal 2: Social Responsibility

To continue to develop socially responsible students by focussing specifically on Solving Problems in Peaceful ways. (BC Ministry of Education Social Responsibility Performance Standards)

Objectives:

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2016 – 2017

1. Continue to improve student behaviour.2. Continue to teach peaceful problem solving strategies to be used when there is conflict.3. Continue to develop a safe and positive school culture.

Rationale:

Performance indicators used to date show improvement; however, there is a need to continue to implement planned strategies and structures in order to maintain progress in this area

Developing strategies to solve problems in peaceful ways is a lifelong skill all students require Critical to the future success of our students will be the ability to self-regulate their emotions so that they can

work collaboratively with others and make a difference in the world we live in.

Current Data Data Source - Survey

Six years ago we introduced a new conflict resolution strategy, called W.I.T.S. Using W.I.T.S. (walk away, ignore, talk it out and seek help) would give students a successful strategy to assist them in resolving conflict. In April we administered a survey to grades 1 through 6 students in order to determine their use of W.I.T.S as a strategy for reducing conflict. Even though student self-reflection demonstrates growth, staff felt that in reality the number of incidents of solving problems in peaceful ways was not decreasing. A decision was made to collect baseline data rated by staff to coincide with the student self-assessment in April. The BC Ministry of Education Social Responsibility Rubric was used.

Assessment: Survey – Grade 1 to 6, Student Self-Assessment

When I encounter a difficulty in the classroom, I use my WITS

Percentage of students meeting and exceeding expectations

Grade 2011 2012 2013 2014 2015

1 78% 79% 100% 63% 84%2 79% 80% 71% 68% 38%3 77% 80% 69% 82% 42%4 82% 76% 73% 62% 45%5 85% 85% 56% 71% 54%6 75% 85% 59% 47% 46%

When I encounter a difficulty outside, I use my WITS

Percentage of students meeting and exceeding expectations

Grade 2011 2012 2013 2014 2015

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2016 – 2017

1 75% 70% 91% 71% 73%2 92% 75% 82% 77% 50%3 87% 94% 82% 82% 54%4 84% 88% 100% 77% 53%5 75% 80% 76% 74% 63%6 66% 73% 100% 59% 53%

I can recite the definition of WITS

Percentage of students who can accurately answer the question.

Grade 2011 2012 2013 2014 2015

1 69% 73% 70% 56% 37%2 70% 74% 88% 41% 63%3 67% 93% 100% 91% 83%4 78% 98% 100% 100% 89%5 94% 95% 84% 94% 90%6 98% 98% 100% 88% 95%

Assessment: Survey - Grade 1 to 6, Teacher Assessment

BC Ministry of Education Social Responsibility Rubric

Baseline: Number of students meeting and exceeding expectations – Solving Problems in Peaceful Ways

Grades 2014 2015

1 84% 69%

2 77% 52%

3 100% 54%

4 100% 48%

5 84% 88%

6 88% 74%

Evidence of Change:

Over the past five years, there is a positive trend towards students reporting that they use their WITS in a conflict situation towards others and with the ability to identify what the acronym represents. However, this year, students rated themselves lower than in the past. Staff felt that there was little improvement in the ability to implement these

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2016 – 2017conflict resolution strategies on a consistent manner and we have begun to collect staff data using the BC Ministry of Education Performance Standards rubric to assess student behaviour on “solving problems in peaceful ways”. Last year was the baseline data. It appears that the staff rated the students higher than the students rated themselves.

Targets (over three years):

We will continue to work toward attaining 90% of our students meeting or exceeding expectations on the BC Ministry of Education Performance Standard for Solving Problems in Peaceful Ways.

Comment / Summary of Progress:

We have to note that the survey results indicated that overall fewer students indicated they were practicing using their W.I.T.S. than the preceding year. However, teachers indicated that a higher number of students were applying W.I.T.S strategies than the students indicated. We will continue to make W.I.T.S. a major component of our intervention strategy for all of our students, especially in the Primary grades. As we would expect, early Primary students are not as able as older students to state what the letters of W.I.T.S mean as they have less practice with the strategies than the older students have. We will focus our attention on teaching and applying these strategies to the Primary students.


Continuing Practices that are working well in our school

Focus on developing a common language through the W.I.T.S program Recognize students who are using their WITS with the WITS stickers At twice/month assemblies, recognize students who demonstrate our school code of conduct – S.U.P.E.R

(Safety, Unity, Participation, Excellence, Respect & Responsibility) Incorporate assessment of solving problems peaceful ways to Fall and Spring Interim reports Continue to work with Student Services staff including the Counsellor and YCW Continue to have the Peer Helpers recognize S.U.P.E.R behaviour at Recess and Lunch Developing a positive school culture: extra-curricular activities and clubs, class meetings, singing of a

school song at assemblies, daily physical activity, random acts of kindness, performing arts choices – choir, dance club, breakfast club and lunch program, involve community elders and volunteers, recognizing students at assemblies

Implementing Zones of Regulation program school wide which will provide a common language in the school

Kindness initiative

What things will we do differently? Staff will complete the online W.I.T.S training Provide access to W.I.T.S lesson plans and picture books for classroom teachers Teach consistent self-calming strategies to all primary classrooms Provide a safe place in each classroom for students to de-escalate and practice self-calming strategies Continuing to develop a positive school culture: adding to what we already do – recognize student birthdays,

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2016 – 2017focussing on ensuring that visitors to our school feel welcome and served efficiently and effectively, establish legacy projects for Grade 6 students moving to Middle School

How will we provide for staff development and collaboration Staff meetings – what is working, what is not and what do we do next? Online W.I.T.S training for staff members Collaborative teacher teams - Social Responsibility Committee. Encourage staff to participate in Non-Violent Crisis Intervention training

How will we involve parents? Monthly newsletters PAC meetings Mid-month and month end assemblies

How will we monitor and adjust our actions? Fall and Spring interims W.I.T.S student survey in March Staff will assess “solving problems in peaceful ways” in Spring Document student incidents including consequences (suspension, detention and phone calls to parents)

Goal 3: NumeracyTo improve student numeracy achievement

Objectives: 1. Improve student recall of basic facts2. Develop problem solving strategies

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2016 – 2017Rationale:

Increased recall and automaticity with basic facts will allow students to focus on developing problem solving strategies that include drawing a picture, create a chart etc

Trends in FSA numeracy data for grade 4 indicates there has been a decrease in the number of students meeting/exceeding expectations in 2014/15.

Trends in FSA, Grade 4 Numeracy, for aboriginal students show the gap has improved between Aboriginal student achievement and the non-Aboriginal student population, but we will continue to focus on supporting students to learn problem solving strategies

Data Sources:

February 2015 Grade 4 FSA Numeracy Results

Percentage of Grade 4 Students – Meeting/Exceeding Expectations, Foundation Skills Assessment

Evidence of Change: There has been a decline in the number of students meeting/exceeding expectations since 2011. We are pleased with the increase of the number of Aboriginal students, meeting/exceeding, especially our Aboriginal boys. However, our cohort of Grade 4 students is small and we will need to continue to work hard in this area.

Targets (over 3 years)We will continue to work toward attaining 85% of our students meeting or exceeding expectations on the Foundation Skills Assessment.

Comment / Summary of Progress:

The data indicates that Numeracy is an area that needs to be a priority. There has been an increase in the number of Aboriginal students who are meeting/exceeding expectations in Numeracy. However, as a whole (Aboriginal and Non Aboriginal students together) there has been a decline in the number of students meeting expectations.


Continuing Practices that are working well in our school

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Not Yet Meeting Meeting Exceeding

Female 11(73%) 4 (27%) 0

Male Msk Msk Msk

Aboriginal 8 (80%) 2 (20%) 0

Total Participation 14 (70%) 6 (30%) 0

2010 2011 2012 2013 2014

FSA 4 49% 78% 56% 48% 30%FSA 4 (Ab.) 18% 89% 42% 60% 20%


2016 – 2017

Teachers focussing on Problems Solving skills including working backwards, guess and check, drawing a picture and making a chart etc

Continued use of manipulatives and hands on learning to help students demonstrate learning at a concrete level

Daily math problem solving question on the board The use of curriculum staff meetings to focus on our numeracy goal by our Numeracy Committee.

What things will we do differently?

Grade level teams will identify which problem solving strategies they will focus on for each grade Implement math buddies to practice math computation skills Differentiate instruction to meet the needs of all learners Incorporate math and art together with Math Bulletin Boards A classroom focus on sharing the different ways students solve a specific problem Create a “math buzz” with monthly math problem solving draws Focus on developing a common math language in each classroom by creating a math word wall School has added an assessment tool to determine numeracy baseline skills in all grade levels. Incorporate Jump Math as a supplement in classes Family math evening held during Parent Teacher Conferences in March

How will we provide for staff development and collaboration

Grade level teacher collaboration teams dedicate time to discussing improving numeracy Collaborative teacher teams - Numeracy Committee Professional development in the area if differentiation of instruction Portion of the curriculum staff meetings are dedicated to Numeracy

How Will We Involve Parents?

We will share problem solving strategies in monthly newsletters Monthly problems will be sent home for students to complete and return Family Math Night

How will we monitor and adjust our actions?

At our curriculum staff meetings, opportunities exist for monitoring and adjustments Monitoring is done on an informal and formal basis. These include discussions with staff, ongoing

assessments and evaluations, and formal District and Provincial assessments.

Signature Page

This school growth plan has been written, reviewed and supported by:

Principal’s Name Signature Date

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2016 – 2017

Superintendent Board Chair Date

Board Chair Signature Date

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