peacock primary school - nlesd · pdf filei am very proud of the accomplishments that have...

Peacock Primary School

P.O. Box 2163, Stn. ‘B’ Happy Valley, NL

A0P 1E0

Telephone: (709) 896-3896/5963 Fax: (709) 896-6014

Website: www.k12.nf.ca/peacock/ Principal: Ms. S. Broomfield

Vice Principal: Ms. G. Rowsell

“Children learn as they play. Most importantly, in play children learn how to learn.” O. Fred Donaldson

http://www.k12.nf.ca/peacock/

Principal’s Message I am very proud of the accomplishments that have occurred at Peacock Primary School throughout this year. “Buddy” continues to lead the way for us with creating a safe and caring environment. Our Staff promotes Buddy’s message daily and our students respond to his message and follow his “bones” for happy learning and getting along! The number of discipline incidents dealt with in the office and classrooms has decreased. We see students being assertive and using Buddy’s language – “Is that Appropriate?” Our Guidance Counsellor has also spent time teaching character development through Buddy’s monthly words to reinforce Buddy’s message. Buddy continues to be a positive addition to our school climate and culture! Our staff has developed a Behavorial Expectation Matrix to implement this year with Buddy’s letters A - Appropriate, S – Safe, and K – Kind. We applied for an IGA Grant to purchase a Buddy Mascot and Character Development Programs and we are happy to say that we were successful. We look forward to moving forward with Buddy! We have been developing and improving our Technology Education program with fundraising help from our School Council to purchase iPads. At the end of June, we had 14 iPads that traveled through the school daily in the hands of many students! The Technology Resource Iterant visited classrooms to demonstrate and educate the use of iPads to students and teachers. Our mission is to ensure iPads are used for the four C’s of technology: Content Consumption/Skill Practice, Communication, Collaboration and Creation. We wanted to have a Resource Center to develop Technology Education in a free flowing room. Our Library had become a dysfunctional room, so we decided to apply for a Grant through IBRD to revitalize it into a Learning Resource Center. We were successful and received a $25 000 grant! We are currently in the process of this transformation and look forward to the opening in the next few weeks! The community will be invited in to see our new Learning Resource Center. Peacock Primary continues on the journey of “Inclusive Education” an initiative from the Department of Education. Our staff uses many strategies, such as, differentiated instruction, co-teaching, brain-based learning, guided reading/writing, and centers to meet the needs of our students at an appropriate level of challenge. The increased use of technology in the classrooms has also proven to be a successful strategy. We were able to have an IRT (Instructional Resource Teacher) at each grade level to continue to support the co-teaching model of this approach to learning. I have seen great success in classrooms as students and teachers were engaged in a variety of learning styles. We also have continued to receive many compliments from parents and visitors regarding our positive school environment they feel when they enter our building. Through

the Inclusive Education model, we celebrate differences and achievements for all! We did meet many of our objectives from our School Development Plan; however, we decided to continue working on a literacy and numeracy goal with a balanced approach in mind again. Our Provincial Assessment results were up from last year; however, we feel that more attention to these objectives this school year can be continued. Our focus this year will be on comprehension strategies, retrieving information and supporting details; and creative writing in Language Arts. We felt these three areas are vital and the foundation to success in Literacy. Children today need more prompting to “hook” their interest in story development. With the help of our LNT and her Cohort, our Resource teacher with iPad APPS, we will model and create stories! In mathematics, we will focus on number concepts and operations, and shape and space. These were areas we felt that students needed more growth. We look forward to the Provincial Assessment in Math this June. Through the continued use of PLC’s, support from Regional Office, IRT support, and a broader understanding of differentiated instruction and tiering of curriculum, teachers will enhance their teaching skills to meet the learning needs of their students. Our third Goal remains School Climate and Culture. We are continuing with our Buddy mascot to teach and model his message through the matrix, character pledge and daily teaching. We are also focusing on the transformation of our Library into a Learning Resource Center and how it will be implemented daily for student use. I expect another successful year as teachers and students work together to have fun and learn!

Message from School Council The School Council made iPad fundraising a focus for Peacock Primary School. We started off with a “Skate for iPads” and raised enough to buy one iPad. We wrote letters, with Ms. Broomfield’s support, and received funding from SERCO; Keith Russell, MHA; and The Kinnettes Club to buy seven more. In addition, the school purchased five. In June, we received a $6 500.00 donation from the Co-Op/Rotary to buy 14 more, which will arrive soon. The Council continues to work closely with the school, meetings every 4 – 6 weeks. The Council acknowledges the staff, students and school community for their efforts and accomplishments over the past school year. We look forward to helping the school acquire funding for Playground equipment this year as the older pieces had to be removed for safety reasons. Students at Peacock use the playground/field daily, weather permitting. The council promotes Healthy Living/ activity and supports the school’s initiative to purchase new playground equipment. Great things are happening and it is sure to be another successful school year!

MISSION STATEMENT

P Proud

E Enthusiastic

A Academic

C Creative

O Outstanding

C Celebrate

K Kind

At Peacock Primary, we are PROUD of our nurturing learning environment. Our students and staff are ENTHUSIASTIC about participating, discovering and learning together! With a focus on ACADEMIC achievement and the overall development of each child, we are CREATIVE in our approach to teaching and learning. Peacock Primary students and staff strive to be OUTSTANDING members of our school and community. We CELEBRATE the uniqueness, individuality, progress and achievements of all. Buddy helps guide our actions with his three special letters “ASK” –

Appropriate, Safe and Kind.

Buddy Character Pledge

Peacock Primary School

We are appropriate, this we show! We play it safe, everywhere we go. We are friendly and kind all day.

We show respect at work and play. GO-O-O BUDDY!

Please see attached, as appendix, The Behavior Matrix – part of our PSB and Goal Three of our School Development Plan!

OUR SCHOOL COMMUNITY 2013 - 2014 OUR SCHOOL Kindergarten to Grade 3 English Kindergarten to Grade 3 French Immersion Enrolment 362 students

276 English Kindergarten: 5 classes @ 16 (3 AM; 2 PM) Grade 1: 2 classes @ 18; 2 class @ 17 Grade 2: 3 classes @ 24 Grade 3: 1 class @ 20; 1 class @ 17, 1 class @ 19

84 French Immersion Kindergarten: 1 class @ 13; 1 class @ 11 (1 AM; 1PM) Grade 1: 1 class @ 22 Grade 2: 1 class @ 15 Grade 3: 1 class @ 23

TEACHING STAFF There are 25.5 teachers on staff including: Principal 25% Assistant Principal Resource Room / Technology Teacher Guidance Counselor Instructional Resource Teachers (4 units) 75% Physical Education Teacher Music Teacher Classroom teachers (K-3) English (12.5 units) Classroom teachers (K-3) French Immersion (4 units)

SUPPORT STAFF Secretary - 1 Speech Language Pathologist - 1 Educational Assessment Specialist - 1 Student Assistants - 3 Custodians - 3 Maintenance - 1

OUR PARTNERS RCMP / Crime Prevention Committee – Visits us during Halloween and

Stand Up days to share their message Heritage Canada (Language Programs) International Order of Daughters of The Empire (IODE) – Sponsor

classrooms and provide funds/items for classroom use International Grenfell Association – Grant applications for a variety of

items. Last year we received funding for a green house, mascot, character development programing, and materials for our Learning Resource Center.

Newfoundland & Labrador Hydro – Donation of school bags Serco / Fire Station – Fire Prevention Week Rotary Club / Co – Op – Gave a $6500.00 donation for iPads last year Town of Happy Valley-Goose Bay – Assistance in maintaining

playground/field Bell Aliant –Donation of school bags Public Health – Visits for vision/hearing and healthy living tips Herb Brown/Des Sellars – Local farmers who help with our farming project Life Touch Studio – Pictures/banners Keith Russell, MHA for Goose Bay – Supports school initiatives Kids Eat Smart Foundation: Receives donations from:

Peacock Recycling Hydro Rotary Law Enforcement Charity Legion Ladies Darts Chapel of the Northern Lights Labrador Grenfell Health Regional Office In Kind: IODE Girl Guides Scotia Bank

PROGRAMS PROVIDED Recycling Project Read School Choir/Concerts Intramurals Drama Group Bus Safety / Fire Safety Kids Eat Smart Lunch Program -Subway (Tuesdays)/Hot Dogs (Thursdays)/Pizza (Fridays)

KEY HIGHLIGHTS AND SPECIAL PROJECTS Provincial Initiatives:

Grade One Reading Assessment Grade Two Reading Assessment Grade Three Provincial Assessment KinderStart Play- N- Learn Week OH&S School Development Inclusive Education Differentiated Instruction/Co-Teaching EDI Assessment

District Initiatives: Tragic Events Response Safe and Caring Schools – Safe Access to Schools OH&S Lock Down Procedures Fire Drills PLC (Professional Learning Communities) New Gym floor with our mascot Buddy in the middle New exterior doors throughout the building

School Initiatives: School Website with expanded student contributions Teacher Handbook Crisis/Tragic Event Handbook Parent Handbook on website OH&S School Development Plan Student Support Services Flow chart for staff School Security/Cameras Safe and Caring Schools – Bullying Awareness Assemblies with student contribution Inclusive Education Plan Student Support Services Team Updating Technology (Purchase of iPads) Smartboards in ALL classrooms Morning Announcements to include moral/value messages Active/Healthy Living Initiatives

Sports Days/BUDDY Days/Theme Days/Literacy Day – Days to promote a positive climate/culture in the school

Reading Strategy Cards/ Literacy development strategy to create a common language for understanding

Birthday recognition of staff and students Fall/Spring Book Fairs – For students to purchase books Teacher/Staff Appreciation – A week of special treats for

staff/teachers Guided Reading/Writing Centers Center Rooms for each Grade level Grade 2/3 Farming Project – Grade 2 students plant vegetables in

the spring and transplant them on the farm in June. When in Grade 3 students harvest the vegetables in late September to share with their family!

Kindergarten Butterfly Project– Students have butterfly houses and watch/learn about Lifecycles (the transformation of caterpillars into butterflies).

Grade 1 Egg Hatching Project – Students have a class incubator to watch/learn about Lifecycles (the development of their chicks)

Grade 3 Tree Planting with Department of Forestry- Students help replenish trees around our community to sustain beauty / oxygen and the importance of our environment.

Little Green Thumbs Project – Grade 3 classes have grow-stations in their classrooms to grow vegetables (tomatoes, green peppers, cucumbers, etc.) all year!

Green House – Mr. Sellars received an IGA Grant to build a greenhouse out by our school. Students will get to enhance our growing projects!

Peacock Players – The Theatrical Group has students who became involved in grade 2 and continued on in grade 3. This group has an entry in the Labrador Creative Arts Festival in November. This will be the first year Peacock will present.

Learning Resource Center – Our school Library underwent a transformation when we received a $25 000.00 grant from IBRD! This room will now be a place with a computer center, listening center, reading nook, puppet-theater, iPad center, SmartBoard, digital center, and print station. Students will be involved in Project based learning in this free flowing center!

Matrix and Character Pledge development is an ongoing approach for school culture with Buddy, our school Mascot. Buddy teaches the meaning of the following words each month – generosity, honesty, friendship, trustworthiness, respect, kindness, responsibility, acceptance, cheerfulness, and compassion.

Summary Report on the School’s Most Current Data 2012-2013

Provincial Assessment Data

Grade 1 Reading Records: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment: 77

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

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

48.3 54.6 61.3 69.7 64.2 63.7 68.4 59 58.3 61.0 56.7 58.7 What do these results tell us? Our 4 year trend shows that the teaching/learning strategies that were implemented have proven to increase reading levels of our grade 1 students. An Inclusive Education model approach to teaching/learning enabled teachers to implement Differentiated Instruction, Tiering, Guided Reading/Writing, and Center work. Co-Teaching with an IRT has also proven to be a successful strategy.

Grade 2 Reading Records: Percentage of Students (in June) at or above the Provincial benchmark Grade 2 Enrolment: 57

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


61.5 78.3 72.6 62.7 73.0 73.8 78.5 77 66.9 80.7 73.5 64.5 What do these results tell us?

Our 4 year trend shows that students are continually improving and meeting the Provincial benchmark. Our school has been focusing on several interventions/strategies that enable students to effectively use the reading strategies necessary to access information, retrieve and support answers with details, and apply the process of inference. Through the use of Resource personnel; a Center approach to Guided reading/writing; PLC planning and professional development; upgraded reading resources; and IRT co-teaching, students have demonstrated continued success.

Grade 3 English Language Arts Grade 3 Enrolment: 61

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


Multiple Choice

Reading 88.2 90.4 92.1 73.7 75.7 79.7 64.4 63.1 67.5 74.1 69.4 72.7

Listening 81.1 79.9 80.9 84.2 83.6 87.9 NA NA NA NA NA NA

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

Demand Writing 59.7 70.9 73.9 68.5 71.0 72.0 81.7 80.4 81.7 71.0 65.0 64.4

Poetic 49.0 64.3 71.5 64.6 73.1 77.8 41.2 33.1 47.9 58.0 50.8 65.2

Informational 42.6 63.5 63.6 32.3 42.0 52.8 62.7 55.4 64.5 91.2 75.0 80.1

Listening 50.0 60.0 59.9 53.0 63.0 68.0 NA NA NA NA NA NA

What do these results tell us?

Our 4 year trend shows that the teaching/learning strategies implemented, through an Inclusive Education model and our School Development Plan, have proven successful. Our results for the 2012 – 2013 Provincial Assessment show a significant gain and that our students are meeting the curriculum outcomes. We were down in Demand Writing and we have included this as one of our goals for 2013-2014.

Grade 3 Mathematics Grade 3 Enrolment: 76

2008/09 2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 81.8 83.2 85.0 66.9 74.5 76 72.4 72.4 74.6 68.0 66.9 72.4

Number Concepts 71.4 73.8 73.5 68.8 73.2 77.3 74.4 74.2 78.2 71.4 72.2 78.3

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

Reasoning 55.3 52.5 54.0 64.4 73.0 62.1 64.3 62.6 61.2 59.1 60.0 72.1

Communication 49.4 49.3 53.9 60.8 71.1 61.4 52.4 56.8 60.5 62.1 62.3 73.4

Connections & Representations

61.2 65.6 68.7 68.8 79.2 68.0 60.7 65.8 65.2 68.2 65.0 78.7

Problem Solving 62.4 65.2 68.6 68.5 74.6 68.2 69.1 72.4 77.1 81.5 73.5 82.5

What do these results tell us?

Our 4 year trend shows that our results have fluctuated in the constructed response portions of the Provincial Assessments. The 2011 – 2012 results identified the areas of Reasoning, Communication, Connections & Representations as being a challenge to a significant number of our students. We have decided to maintain last year’s objectives for our Numeracy Goal. We look forward to the Provincial Assessment in June of 2014.

School Development Plan 2012-2013 Evaluation Goal 1 Goal 1: To enhance student literacy skills with a balanced approach Objective 1.1: To enhance student ability to retrieve information using a variety of text. Strategies:

1.1.1 Provide opportunities for students to effectively respond to a variety of texts (magazines, picture books, Bold Print, literature, visuals, technology, etc.)

1.1.2 Use a variety of texts effectively in the classroom to develop skills required to retrieve information, such as, story maps, graphic organizers, diagrams, sequencing, etc.

1.1.3 Use a variety of strategies to demonstrate the process of retrieving information in text, such as, picture clues, features of text, re-read, key words, different font, highlighters, oral questioning - how do you know? etc.

1.1.4 Integrate writing activities for students (research projects, answering questions, blogging, etc.)

Objective 1.2: To enhance student ability to use supporting details when answering questions. Strategies:

1.2.1 Teach a variety of strategies that can assist students to develop questioning attack skills

1.2.2 Use the ASP model (Answer, Support, Personal Connection)

1.2.3 Use KWL Charts, graphic organizers, response journals, the 5 w’s, blogging (technology)

1.2.4 Promote independence to respond to text

1.2.5 Use guided reading as a strategy to develop constructive response skills

Objective 1.3: To enhance student ability to understand the process of inferring. Strategies:

1.3.1 Provide students with opportunities to engage in activities that would require inferring, such as, predicting, sequencing, picture walk throughs, response journals, oral questioning – Why? Prove it. How do you know ,etc.

1.3.2 Use a variety of DI activities to teach students , such as, visual prompts, drawing conclusions, extending, predicting, scenarios, posters, etc.

1.3.3 Integrate technology through SmartBoard activities and centers providing learning opportunities for students, such as, Brain Pop Jr, Pinterest, etc.

1.3.4 Provide opportunity to predict during story time

1.3.5 Use poetic text to find and discuss the poet’s meaning (teach features of text, similes, metaphors, etc)

Indicators of Success:

1.1.1 Improved achievement on external and internal assessments 1.1.2 Teacher observation of student application 1.1.3 Student portfolios


1.2.1 1 Improved achievement on external and internal assessments 1.2.2 Teacher observation of student application 1.2.3 Increased student confidence in responding to text 1.2.4 Student portfolios 1.2.5 Students using the traits of good writing effectively


1.3.1 1 Improved achievement on external and internal assessments 1.3.2 Teacher observation of student application 1.3.3 Increased student confidence in responding to text

EVALUATION: Through our data and teacher observation, we can see that students did improve in this area. The use of graphic organizers and focusing on the features of text in all grades were beneficial. We will keep this objective for further growth in this area.

EVALUATION: Teacher observation indicates that students improved in this area. Focusing on the ASP and KWL organizers were successful. We will keep this objective for further growth in this area.

EVALUATION: Through teacher observation and our data, we can see that students did make gains in this area. We will continue to work on this strategy for continued growth.

Goal 1. Support Plan

Financial Professional Development/Time Required 1.1.1 Technology funds for programs and apps ($2000.00)

1.1.1 Share best practices through PLC time (1.5 hours per 7 day cycle) and

Staff meetings (Bi-weekly) 1.1.2 Use Resource Personnel to ensure outcome base learning occurs

(periodically throughout the year) 1.1.3 Technology itinerant to provide staff and class support with SmartBoard

and iPad use (periodically throughout the year) 1.1.4 Continue exploration and understanding of DI, tiering process and

concept days (part of a 1 day in-service)

Goal 2 Goal 2: To enhance student numeracy skills through a Balanced Literacy approach and an Inclusive Education Philosophy Objective 2.1: To increase student ability to construct responses independently.

Objective 2.2: To increase student understanding of Shape and space

Objective 2.3: To increase student understanding of number concepts and number operations through a variety of strategies.

Strategies:

2.1.1 Teachers will model good answers both oral and written (pictures/words/numbers). 2.1.2 Integrate activities into classroom routines (ie. Smartboard activities, over the PA, etc.) to provide opportunity for students to use reasoning, communication, connection & representation skills to show understanding. 2.1.3 Use DI strategies in the classroom. (Set up classroom math center with manipulatives, paper, paint, objects, blocks, patterning, etc. 2.1.4 Use consistent math language through the grade levels. 2.1.5 Use technology to enhance learning strategies with a variety of programs, apps, and games

Strategies:

2.2.1 Provide students with opportunities to explore shapes in a center approach (math games, programs, apps, centers, math bags, scavenger hunts, patterns, etc.) 2.2.2 To use a common math language when describing attributes of solids and shapes (add definitions, visuals) 2.2.3 Use shapes to create pieces of art 2.2.4 To integrate cross curricular – providing learning opportunities throughout the year. 2.2.5 Have available 2D shapes and 3D solids for exploration during unstructured/ structured time 2.2.6 Provide opportunities for students to describe and/or compare 2D shapes and 3D solids 2.2.7 Organize a concept day to build knowledge of shapes and solids

Strategies:

2.3.1 Provide opportunities for students to explore number. 2.3.2 Use manipulatives in the classroom (dice, games, Smartboard, math days, etc.) 2.3.3 Use children’s literature. 2.3.4 Mental math activities 2.3.5 Play guessing games 2.3.5 Provide opportunities to estimate. 2.3.6 Use a variety of resources (ie technology integration, visuals, manipulatives, etc.) 2.3.7 Create rich math centers for classroom use. 2.3.8 Use story problems that can be role played. 2.3.9 Provide opportunities for basic operation skills. 2.3.10 Model good mathematical strategies. 2.3.11 Use math games to increase concept awareness.


2.1.1 Improved explanations on internal and external assessments. 2.1.2 Teacher observation in classroom during games, activities and instruction. 2.1.3 Improved student achievement on assessments 2.1.4 Active, engaged learning happening in the classrooms. 2.1.5 Student usage and understanding of math language


2.2.1 Teacher observation 2.2.2 Increased achievement on external and internal assessments 2.2.3 Student participation in activities and completion of assigned tasks 2.2.4 Student usage and understanding of common math language


2.3.1 Increased understanding of number concepts and number operations on assessments. 2.3.2 Teacher observation of numeracy 2.3.3 The ability to participate and complete assigned math activities, games and days. 2.3.4 Increased competence in using mathematical strategies to solve problems.

EVALUATION: Teacher observation during activities and assessments indicates that growth has occurred. We are keeping this objective for this school year.

EVALUATION: Teachers have incorporated this objective throughout the year and have indicated better success with concepts and time management. We will keep this objective for this year for continued growth.

EVALUATION: Teacher observation during activities and assessments indicates growth in this area. We will keep this objective this year for continued growth.



2.1.1 Share best practices through PLC time (1.5 hours per 7 day cycle) and Staff meetings (Bi-weekly) 2.1.2 Use Resource Personnel to ensure outcome base learning occurs

(periodically throughout the year) 2.1.3 Technology itinerant to provide staff and class support with

SmartBoard and iPad use (periodically throughout the year) 2.1.4 Continue exploration and understanding of DI, tiering process and


Goal 3 Goal 3: To enhance our school climate and culture in an inclusive environment

Objective 3.1: To increase student awareness of school behavioral expectations

Objective 3.2 To enhance school spirit through the use of visuals and activities for our PBS.

Objective 3.3: To foster a 21st century learning environment by remodeling our library

Strategies:

3.1.1Teach appropriate behavior (listening, good choices, ownership, etc.) 3.1.2 Behavior tips on weekly memo 3.1.3 Teach personal space 3.1.4 Teach respectful listening 3.1.5 Teach expectations for assemblies, presentations, concerts, etc. 3.1.6 Design physical space to promote good behavior 3.1.7 Teach appropriate behavior for buses and playground/field

Strategies:

3.2.1 Place Buddy signs in the library, music room, busses and playground. 3.2.2 Focus on Buddy’s “bones” and three letters (ASK) over the PA. 3.2.3 Take a proactive approach to bullying over the PA and in the classroom. 3.2.4 Hold regular monthly assemblies and encourage student participation. 3.2.5 Recognize student and staff birthdays. 3.2.6 Hold theme days to promote school spirit. 3.2.7 Share jokes over the PA 3.2.8 Promote and recognize parent volunteers in school. 3.2.9 Hold a BUDDY day to celebrate his birthday. 3.2.10 Do the “BUDDY” Bark Dance at assemblies 3.2.11 Promote good choices 3.2.12 Use Buddy’s monthly word over the PA and in classrooms 3.2.13 Be consistent in sending and using Buddy as part of our PBS 3.2.14 Plan a Buddy literacy event 3.2.15 Plan theme days to promote spirit

Strategies;

3.3.1 To plan and organize our space to incorporate technology and books 3.3.2 To create an environment where the library becomes a central location of activity 3.3.3 To paint the walls to create a fun and pleasing environment 3.3.4 To paint murals on the walls of Buddy, shapes, etc. 3.3.5 To purchase new furniture, such as, tables, chairs, nook, beanbag chairs, carpets, computer table, etc. 3.3.6 To purchase iPads, digital cameras, video cameras, printer, listening center, puppet theater, reading nook, etc. to set up center in this space 3.3.7 To seek funding applications to help this process


3.1.1 Good choices being made 3.1.2 Decline in behavioral issues 3.1.3 Less noise during assemblies and presentations 3.1.4 Teacher observation


3.2.1 Happy and smiling students and staff. 3.2.2 Students taking part in assemblies, theme days, grade level events. 3.2.3 Children using the PA and participating in their classrooms.

Indicators of Success: 3.3.1 Changes happening and items arriving 3.3.2 Activity in the library 3.3.3 Student confidence and independence growth with more exposure to technology 3.3.4 Relaxed reading happening in Library 3.3.5 Student work documented 3.3.6 Teachers signing out the Library to use

EVALUATION: We have seen growth in this area. Students are being assertive and demonstrating good choices. This area will continue to be developed and worked on through our Behavior Expectation Matrix and Buddy.

EVALUATION: Through parent and visitor comments we have been told that our school climate is very welcoming and caring. Students are happy and follow Buddy’s message. This will continue to grow as we move forward with Buddy.

EVALUATION: We received a grant from IBRD for this transformation. We are in the process of creating our Resource Center. Our next focus is on the implementation of this Center in our School schedule and expectations/objectives.


Financial Professional Development/Time Required

3.1.1 Purchase signs, paint for murals, birthday treats - $2500.00

3.1.1 Discussion through PLC and staff meetings 3.1.2 PBS training for staff members

Operational Issues for 2012 – 2013

Operational Issue Intended Action To replace old and dysfunctional lockers in the building.

Purchase student lockers to complete upstairs wing and start Kindergarten wing. Evaluation: We have enough lockers to replace all the old ones! There are just a few more to install.

To replace the gym floor. To seek funding to replace the gym floor with a proper material for a gymnasium. Evaluation: This funding was secured and the process in ongoing. We hope to have it completed in a few weeks.

To replace old exterior doors in the building.

To seek funding to replace all exterior doors with a new model to provide safety and comfort for staff and students. Evaluation: This funding was secured and all new exterior doors have been installed.

To continue modifications in building to support our Safe and Caring policy.

Replace lock on Library door and door between grade 1 & 2 French Immersion classrooms. Evaluation: This has been completed.

To repair and install speakers in hallway ways and gymnasium.

Get an electrician to have a look at this and repair and also install more speakers in the gymnasium. Evaluation: This is still being worked on. It should be completed before Christmas.

To update our Library. To seek funding to help us bring our Library into the 21st Century by installing computers, iPads, video center, book nook, puppet theater, and listening centers. Evaluation: This funding was secured through IBRD and the transformation is in progress.

One Year School Development Plan 2013 - 2014

Goal 1: To enhance student literacy skills through a Balanced Literacy approach and an Inclusive Education Philosophy Objective 1.1: To enhance student ability to retrieve information using a variety of text to support their answers with detail.

Objective 1.2: To enhance student ability to write creatively.

Objective 1.3: To enhance student ability to use reading strategies to demonstrate comprehension.

Strategies:

1.1.1 Provide opportunities for students to effectively respond to a variety of texts (magazines, picture books, Bold Print, literature, visuals, technology, etc.) 1.1.2 Use a variety of texts effectively in the classroom to develop skills required to retrieve information, such as, story maps, graphic organizers, diagrams, sequencing, etc. 1.1.3 Use a variety of strategies to demonstrate the process of retrieving information in text, such as, picture clues, features of text, re-read, key words, different font, highlighters, oral questioning - how do you know? etc. 1.1.4 Integrate writing activities for students (research projects, answering questions, blogging, etc.)

1.1.5 Teach a variety of strategies that can assist students to develop questioning attack skills 1.1.6 Use the ASP model (Answer, Support, Personal Connection) 1.1.7 Use KWL Charts, graphic organizers, response journals, the 5 w’s, blogging (technology) 1.1.8 Promote independence to respond to text 1.1.9 Use guided reading as a strategy to develop constructive response skills. 1.1.10 Use oral questioning and answering when presenting

Strategies:

1.1.1 Use the traits of writing (trait crate, PM writing, write traits) daily through a variety of writing activities. 1.1.2 Use graphic organizers to teach and model story organization – story maps, venn diagrams, T Charts, webbing, etc.. 1.1.3 Use sequencing activities to model and teach order of events happening (beginning ,middle, end) 1.1.4 Use technology to create stories, such as Puppet Pals, Book Creator, Face Talker, etc. 1.1.5 Use Readers theatre and Puppet shows to engage in oral story telling. 1.1.6 Create class stories, daily news, poems, etc. 1.1.7 Find a “hook” to enhance imagination 1.1.8 Create word banks to broaden word choice 1.1.9 Use picture prompts for writing activities in journals, poems, stories, etc. 1.1.10 Create writing centers to develop the writing traits 1.1.11 Use music to allow creative movement and demonstration of feelings

Strategies:

1.3.1 Provide students with opportunities to engage in activities that would expand comprehension such as inferring, predicting, self- monitoring, analyzing , sequencing, making connections, synthesizing and evaluating. 1.3.2 Use a variety of DI activities to teach students, such as, visual prompts, drawing conclusions, extending, sequencing, predicting, scenarios, posters, etc. 1.3.3 Integrate technology through SmartBoard activities and centers providing learning opportunities for students, such as, Brain Pop Jr, Pinterest, etc. 1.3.4 Provide opportunity to predict, respond and discuss during story time 1.3.5 Use a variety of texts in a Balanced Literacy approach



1.14 Increased student confidence in responding to text 1.1.5 Students using the traits of good writing effectively



1.24 Increased student confidence in writing 1.2.5 Students using the traits of good writing effectively


1.3.1 1 Improved achievement on external and internal assessments 1.3.2 Teacher observation of student application 1.3.3 Increased student confidence in responding to text



1.1.5 Share best practices through PLC time (1 hour per 7 day cycle) and Staff

meetings (Bi-weekly) 1.1.6 Use Resource Personnel to ensure outcome base learning occurs

(periodically throughout the year) 1.1.7 Technology teacher to provide staff and class support with SmartBoard

and iPad use in the Learning Resource Center 1.1.8 Continue exploration and understanding of DI, tiering process and

concept days (part of a 1 day in-service) 1.1.9 LNT Cohort members to share their strategies with staff members 1.1.10 Provide copies of Tony Steads: “Is That A Fact? Teaching Non-Fiction

Writing”

Goal 2 Goal 2: To enhance student numeracy skills through a balanced approach and an Inclusive Education Philosophy Objective 2.1: To increase student ability to construct responses independently.

Objective 2.2: To increase student understanding of Shape and space

Objective 2.3: To increase student understanding of number concepts and number operations through a variety of strategies.

Strategies:

2.1.1 Teachers will model good answers both oral and written (pictures/words/numbers). 2.1.2 Integrate activities into classroom routines (ie. Smartboard activities, over the PA, etc.) to provide opportunity for students to use reasoning, communication, connection & representation skills to show understanding. 2.1.3 Use DI strategies in the classroom. (Set up classroom math center with manipulatives, paper, paint, objects, blocks, patterning, etc. 2.1.4 Use consistent math language through the grade levels. 2.1.5 Use technology to enhance learning strategies with a variety of programs, apps, and games and to assess learning. 2.1.6 Use math interventions regularly after assessments 2.1.7 Use math centers

Strategies: 2.2.1 Provide students with opportunities to explore shapes in a center approach (math games, programs, apps, centers, math bags, scavenger hunts, riddles, patterns, etc.) through out the school year 2.2.2 To use a common math language when describing attributes of solids and shapes (add definitions, visuals) 2.2.3 Use shapes to create pieces of art 2.2.4 To integrate cross curricular – providing learning opportunities throughout the year. 2.2.5 Have available 2D shapes and 3D solids for exploration during unstructured/ structured time 2.2.6 Provide opportunities for students to describe and/or compare 2D shapes and 3D solids 2.2.7 Organize a concept day to build knowledge of shapes and solids

Strategies:

2.3.1 Provide opportunities for students to explore number. (charts, iPads, riddles, etc.) 2.3.2 Use manipulatives in the classroom (dice, games, Smartboard, math days, etc.) 2.3.3 Use children’s literature. 2.3.4 Mental math activities 2.3.5 Play guessing games 2.3.5 Provide opportunities to estimate. 2.3.6 Use a variety of resources (ie technology integration, Apps, visuals, manipulatives, etc.) 2.3.7 Create rich math centers for classroom use. 2.3.8 Use story problems that can be role played. 2.3.9 Provide opportunities for basic operation skills. 2.3.10 Model good mathematical strategies. 2.3.11 Use math games to increase concept awareness. 2.3.12 Use clickers and other ways to assess learning


2.1.1 Improved explanations on internal and external assessments. 2.1.2 Teacher observation in classroom during games, activities and instruction. 2.1.3 Improved student achievement on assessments 2.1.4 Active, engaged learning happening in the classrooms. 2.1.5 Student usage and understanding of math language


2.2.1 Teacher observation 2.2.2 Increased achievement on external and internal assessments 2.2.3 Student participation in activities and completion of assigned tasks 2.2.4 Student usage and understanding of common math language


2.3.1 Increased understanding of number concepts and number operations on assessments. 2.3.2 Teacher observation of numeracy 2.3.3 The ability to participate and complete assigned math activities, games and days. 2.3.4 Increased competence in using mathematical strategies to solve problems.



2.1.1 Share best practices through PLC time (1 hour per 7 day cycle) and Staff meetings (Bi-weekly) 2.1.2 Use Resource Personnel to ensure outcome base learning occurs

(periodically throughout the year) 2.1.3 Technology teacher to provide staff and class support with

SmartBoard and iPad use in the Learning Resource Center 2.1.4 Continue exploration and understanding of DI, tiering process and


This Goal will stay the same for 2013-2014

Goal 3 Goal 3: To enhance our school climate and culture in an inclusive environment

Objective 3.1: To increase PBS through a variety of initiatives.

Objective 3.2 To enhance school spirit through the use of visuals and activities as part of our PBS.

Objective 3.3: To foster a 21st century learning environment through our recently developed Learning Resource Center

Strategies:

3.1.1 Behavior tips on weekly memo and monthly Newsletters 3.1.2 Teach personal space 3.1.3 Teach and model our behavior Matrix daily (Teach appropriate behavior (listening, good choices, ownership, etc.) 3.1.5 Organize the physical classroom to define a variety of spaces.

3.1.6 Be consistent using Buddy as part of our PBS 3.1.7 Use our Buddy mascot at assemblies, spirit days, on the playground and parking lot regularly to spread his message 3.1.8 Recite our Buddy Character Pledge over the PA on Monday’s and Wednesday’s 3.1.9 Play the Peacock School song over the PA on Friday’s for students to sing along with. 3.1.10 Establish classroom behavioral supports to recognize appropriate behavior 3.1.11 Encourage the use of visual schedules

Strategies:

3.2.1 Place Buddy signs in the, music room and playground. 3.2.2 Focus on Buddy’s “bones” and three letters (ASK) over the PA. - Matrix 3.2.3 Take a proactive approach to bullying over the PA and in the classroom. 3.2.4 Hold regular monthly assemblies and encourage student participation. 3.2.5 Recognize student and staff birthdays. 3.2.6 Hold theme days to promote school spirit. 3.2.7 Share jokes over the PA 3.2.8 Provide an opportunity to purchase Buddy T-Shirts 3.2.9 Hold BUDDY days at each grade level to promote his letters ASK. 3.2.10 Do the “BUDDY” Bark Dance at assemblies 3.2.11 Praise good choices 3.2.12 Use Buddy’s monthly word over the PA and in classrooms 3.1.13 Plan a Buddy literacy event 3.2.14 Use PAW Prints to display boards around the school

Strategies;

3.3.1 To plan and organize our space to allow a free flowing learning environment with a variety of centers.

3.3.2 To engage students and staff in project based learning activities stemming from books and authors.

3.3.4 To create a collaborative learning environment that meets the needs of all students.

3.3.5 To focus on the 4C’s of technology – Communication, Collaboration, Creativity, and Critical Thinking.

3.3.6 To create a center where “creativity” is the focus – being able to create new products, ideas and perspectives.

3.3.7 To allow students and staff to become creators of information and ideas, not simply users of technology.


3.1.1 Good choices being made 3.1.2 Decline in behavioral issues 3.1.3 Less noise during assemblies and presentations 3.1.4 Teacher observation


3.2.1 Happy and smiling students and staff. 3.2.2 Students taking part in assemblies, theme days, grade level events. 3.2.3 Children using the PA and participating in their classrooms.


3.3.1 Projects on display for sharing 3.3.2 Activity in the Resource Center 3.3.3 Student confidence and independence growth with more exposure to technology 3.3.4 Relaxed reading happening in Center 3.3.5 Student work documented 3.3.6 Teachers signing out the Center to use


Financial Professional Development/Time Required

3.1.1 Purchase signs, , birthday treats - $1500.00

3.1.1 Discussion through PLC and staff meetings 3.1.2 PBS training for staff members (CPI Training) 3.1.3 Through staff meetings building a common language / approaches to address behavioral issues in the classroom. 3.1.4 Provide professional development on Behavior management. 3.1.5 Look for webinar opportunities on behavior supports.

Operational Issues for 2013 – 2014

Operational Issue Intended Action Provide air-conditioners to the classrooms in the upstairs wing.

Purchase at least 4 air conditioner units for the 4 front upstairs classrooms. Temperatures get very hot upstairs in the Fall and Spring.

Purchase playground equipment. Find funding to purchase new equipment for the students to use during the day.

Grade 1 classroom To find alternate office space for SLP and Ed. Assessment personnel Flooring in 2 hallways to be replaced

Find funding to remove the canvas flooring in the upstairs wing and office wing.

peacock primary school - nlesd · pdf filei am very proud of the accomplishments that have...

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