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Prairie Rose School Division, St. Laurent School School Annual Report and plan on Continuous Improvement 2017/2018

Principal: David Halldorson Date of Report: October 31, 2017 School Plan Website: http://www.stlaurentschool.ca/

SCHOOL PROFILE

Overview –St. Laurent School is a K-12 school with an enrolment of 195 students. We have a professional and support staff of over 40 dedicated individuals which include: 17.2 professional staff, including Physical Education, Music, and Resource specialists; a Literacy Teacher Leader, Speech/Language Pathologist, Psychologist, and Social Worker. Our support staff consists of Educational Assistants, a Secretary, Library Technician, Custodial Staff, and the shared services of a Computer Technician. Our K-6 school operates on an 8 period Day schedule, with eight 40 minute teaching blocks. Our 7-12 school operates on a 5 period day with 65 minute classes. We have a very active Advisory Council for School Leadership which support many programs for our children. Many parents and community members volunteer their time at our school. We have active use of our facilities by community programs with a focus on children. A few examples include: Dance, basketball, archery club and cooking Club.

Administrative Team – The St. Laurent School Administration team consists of one principal, Mr. David Halldorson and numerous support teams that support our priorities.

Staffing (Provide the staffing numbers in the following roles using FTE as of September 30th.

Positions FTE Position FTE Position FTEPrincipals 1.0 Vice-Principals 0 Teachers 12.7

Counsellors .70 Resource Teachers 1.5 Teachers supporting special needs low enrolment classes 1.0

Educational Assistants 10 Other: Fiddle Teacher .2 Other: Literacy Leader .5

Education for Sustainable Development (ESD)

Does your school have an ESD plan?☒ Yes ☐ No

Disaggregation Number of students Percentage of student populationEnglish as an Additional Language 0 0

Self-declared Aboriginal 166 89


REPORTING 2016/2017

School Priorities – Please check the box indicating the last year a report was submitted to the Department. ☐ 2012/2013 ☐ 2013/2014 ☒ 2014/20151. Literacy2. Numeracy3. Increasing Cultural Awareness

School Report – Please comment on successes and progress towards meeting expected outcomes, since your last submission.

Expected Outcomes Results (status, data or anecdotal evidence)1. To improve student literacy levels through systemic assessment

and a monitoring process that provides direction for school planning and resource allocations

K-12 School Planning document for Literacy was completed by Oct. 26, 2015 Strong Beginnings will happen for all students K-8 Sept. 2016 Class libraries will be visible by Jan. 2017 Teachers will be using common terminology and programming in classrooms All K-8 teachers implemented Daily 5 in their classrooms by 2017 All K-8 staff was trained in F&P

2. 1) By June 2017, 85% of grade 2 and 6 students will demonstrate numeracy skills at or above grade level. 2) By June 2017, the percent of self-declared Aboriginal students meeting the criteria in all four sub categories on the grade 3 provincial numeracy assessment will be 35%. 3) By June 2017, the mean score in the grade 12 standards tests for Applied, and Essential Math will be at 70% 4) By June 2017, 60% of grade 12 students will complete Applied Math.

As of June 2016, 47% of grade 2 students are at or above grade level and 92% of grade 6 students are at or above grade level. As of fall 2015, 17% of self-declared Aboriginal grade 3 students were meeting all four sub categories divisionally. Current average means from 2013-2016, 41% Applied Math and 56% Essential Math. From June 2010 – 2016, 82% of grade 9 math students are earning the credit on their first attempt. From Sept. 2013 – June 2016, 36% of grade 12 students took Applied Math.

3. Improve practices for implementing Aboriginal and Metis teaching tools and content in areas of instruction, curriculum and classroom management. Increase PD for staff in Aboriginal curricular content

We had a local fisherman/trapper speak as well as he set up an ice fishing shack for some of the elementary students to visit. 2. We also had two Aboriginal story tellers come out and speak to our staff. 3. The Blanket activity from a former student and Teacher leader from Winnipeg School Division Grades 9-12 on field trips for the last 2 years to the Aboriginal Film Festival. We had 4 students participate in the Truth and


Reconciliation Day of Education for 2016.

PLANNING 2017-2018

Planning Process


Student needs, staff noticing areas needing development, and provincial and divisional priorities have all influenced our priorities. Staff is divided into the following committees to discuss goals and strategies for the school The staff meets to review the current goals, determine growth and areas needing growth, student’s interests and needs taken into account. The plans are shared with our PAC for input. New plans are posted on our school’s website. The school teams meet once a month to update the school plans.What data was used: Fountas and Pinnell reading comprehension data, number sense/basic operations data, grade 3 assessment data, teacher data, and office record keeping from staff and from the office.

School Priorities 2017-2018

1. Literacy 2. Numeracy 3. Planning for Diversity

School Plan

Expected Outcomes Strategies Accountability Monitoring systems Data CollectionPriority #1: Literacy1) By June 2022, 85% of grade 2 and 6 students will be reading at/or above grade level with regard to their ability to read and comprehend text in a variety of forms.

Establish a K-12 Literacy Committee for the 2017-2018 school year.

Fountas and Pinnell cyclical training for grades K-8 teachers, resource.

Observation Survey training, and advanced training offered for grade 1 teachers, resource,

Participate in the Got Data inquiry

Heather Manweiller (Chairperson), Lisa Bruce, Daryl Cowan, Jenn Ross, Keri Sowa, Wendy Scharf

Literacy Leader, classroom teachers and resource teachers

Literacy Leader, grade 1 teacher and resource teachers

Literacy Leader, Assistant

K-12 School Planning document is completed by May 2017.

Divisional collection of Fountas and Pinnell data for grades 2 and 6 in Dec. 2017 and June 2018.

ELI data will be collected and submitted 3 times per year.

Fountas and PinnellObservation surveyWords their wayGuided reading


2) By June 2022, the PRSD grade 12 divisional mean score in the grade 12 Language Arts Standards Test will be at 70%

cycles for early and middle years literacy within the division.

Develop a grade 1-4 parent literacy program, fall 2017.

Continue with classroom literacy programming such as: -Daily 5/CAFE -Guided Reading/Writing -Words Their Way

Precision Reading/Writing

Implement the rubric for writing informative and creative texts that was created by Senior Years ELA Committee for grades 9-12, (GL4).

Reading Is Thinking will be a priority for grades 9-12.

Superintendent, Principal, School-based Literacy teacher, Classroom Teachers and Resource Teachers

School-based Literacy Teacher, Literacy Committee, Principal and Resource Teachers

Classroom Teachers, School-based Literacy Teacher, Resource Teachers

Mary Lavallee

Senior Years ELA teacher, Literacy Leader,

Literacy Leader, Senior Years ELA Teacher, Principal, Resource Teachers

Assessment Data will be utilized to inform instruction (best practice).

Provincial exam marksRubric for writing informative and creative texts


3) By June 2022, the percent of self-declared Aboriginal students meeting the criteria in ELA will increase by 10%.

Participate in the Got Data inquiry cycles for senior years literacy within the division.

Attend Adolescent Literacy Summit (April 2017).

Purchasing of new books in Indigenous Studies to implement Treaty Training.

Purchasing of Indigenous Guided Reading/Levelled Books.

Literacy Leader, Assistant Superintendent, Principal, School-based Literacy teacher, Classroom Teachers and Resource Teachers

Senior Years ELA Teacher

Senior Years ELA Teacher, Librarian, Literacy Committee

School-based Literacy Teacher, Librarian, Literacy Committee

Provincial exam marksGovernment assessmentFountas and PinnellGrade 2&6 Divisional dataObservation surveyGuided reading

Priority #2: Numeracy 1) By June 2022, 85% of grade 2 and 6 students will demonstrate numeracy skills at or above grade level.

Train K-6 teachers and resource teachers in PRIME, fall of 2017.

Numeracy Leader, classroom teachers, and resource teachers.

Divisional collection of grade 2 and 6 numeracy levels in June 2018.

As of June 2016, 47% of grade 2 students are at or above grade level and 92% of grade 6


2) By June 2022, the percent of self-declared Aboriginal students meeting the criteria in all four sub categories on the grade 3 provincial numeracy assessment will be 35%.

3) By June 2022, the mean score in the grade 12 standards tests for Applied, and Essential Math will be at 70%.

Participate in the Got Data inquiry cycles for early years and middle years numeracy within the division.

In class math support program for grade 1 – 3 students.

Develop a grade 1-4 parent numeracy program, fall 2017.

Training for all K-3 teachers in all four sub categories found on the grade 3 provincial numeracy assessment.

Participate in Got Data inquiry cycle for senior years numeracy

Numeracy Leader, Assistant Superintendent, Principal, classroom teachers, and student services.

School-based numeracy teacher, classroom teachers, and resource teachers.

Numeracy committee, school-based numeracy teacher, Principal, and resource teachers.

Numeracy Leader, K-3 teachers, and resource teachers.

Numeracy Leader, Assistant Superintendent,

School-based numeracy teacher and classroom teacher will monitor progress of the individual students.

Provincial data on the grade 3 numeracy assessment.

Provincial exam results.

students are at or above grade level.

As of fall 2015, 17% of self-declared Aboriginal grade 3 students were meeting all four sub categories divisionally.

Current average mean from 2013-2016, 41% Applied Math


4) By June 2022, 60% of grade 12 students will complete Applied Math.

within the division.

Deliver math 10F as a full year, one-credit course and participate with the course development committee divisionally.

See previous strategies for expected outcome #3.

Principal, high school math teacher, and resource teachers.

Numeracy Leader, grade 9 math teachers.

Provincial data on first-time grade 9 math completion and grade distribution.

Provincial data on the number of students completing the various strands of grade 12 math.

and 56% Essential Math.

From June 2010 – 2016, 82% of grade 9 math students are earning the credit on their first attempt.

From Sept. 2013 – June 2016, 36% of grade 12 students took Applied Math.

Priority #3: Planning for Diversity

Expected Outcomes Strategies/Timelines Roles/Responsibility Monitoring Systems Data Collection1) Personal Safety

By September 2022, all PRSD kindergarten through grade 10 students will annually engage with Kids in the Know Program, an interactive safety education program for increasing the personal safety of children and reducing their risk of victimization.*To reduce child/youth victimization by teaching children effective personal safety strategies.*To build resiliency skills (i.e. assertiveness, self-awareness, social-emotional competence, problem-solving, critical thinking, and low-risk choice

1) June 19, 2017 all guidance counsellors will participate in the Kids in the Know program implementation training

2) By August 31, 2017 ten Kids in the Know program kits for kindergarten through grade 10 will be purchased for fall implementation (9 community schools & 1 HCS)

3) September 2017 PRSD schools will commence annual delivery of the kindergarten through grade ten – 7

PRSD Guidance Counsellors

Director of Student Services

Program overseen by PRSD Guidance Counsellors, team taught with classroom

TTFM survey results indicate improved student comfort to seek help from a safe adult, to be assertive and low-risk decision making

- Data collected specifically for St. Laurent School from the TTFM surveys – committee look at data and identify areas of need to work through


making skills).*To encourage children to report concerning experiences and behaviours.*To provide messaging to those who have experienced abuse that they are not to blame.*To enhance communication between parents and children about personal safety

2) Supporting students with challenging behaviours

By January 2018, PRSD CPS coaches will support staff to engage with our students facing behaviour challenges to create a safe and inclusive classroom climate that invites and supports positive behaviour and skilled problem solving.

lesson Kids in the Know program; team taught by the guidance counsellor and identified classroom teacher

4) By January 2018 PRSD In-School teams (Admin, GC & RT) will communicate Kids in the Know programming with their parents/guardians; encouraging parents and educators work together with children to make safety strategies an integral part of their everyday lives.

St. Laurent School will follow this plan for implementation of the Kids in the Know program

1) Team of PRSD staff will attend advanced Collaborative Problem Solving (CPS) workshop April 2017

2) 2017-2018 Student services group PLC studies of Greene’s Collaborative Problem Solving (CPS) intervention – Books: Lost at School, Raising Human Beings

3) PRSD student services will collaborate with PSSD to share resources and training opportunities regarding CPS.

teacher

Principal, Guidance Counsellor & Resource Teacher, Parents/guardians

GCs, RTs, EAs

Student services team, CPS Advanced workshop attendees

Student services of PRSD & PSSD

GC team-teaching timetables

Kids in the Know outcome matrices align with Manitoba Physical Education/Health Education Curricula

Reduction in requests for FBA/BIPs

Fewer provocative student behaviour referrals to admin


3) Responding to the diverse cognitive/academic needs of our students:

4) Student services personnel offer CPS training and support for staff and parents

5) PRSD will commit funds to train a divisional CPS provider to conduct and coach assessment of lagging skills and unsolved problems (ALSUP)

6) Teachers align their classroom management practices with the school-wide approach to positive behaviour supports

St. Laurent School will seek to understand the work of Dr. Ross Greene and CPS. CPS will be implemented school wide with all staff and students.Committee will begin our training with a book study of Lost at School. Resources will be shared with school staff. Further discussion and plan for implementation with school wide delivery - will be determined at upcoming CPS committee meetings. – PD available to staff September 6 – Divisional Inservice

- Meeting in June to launch plan for book study – June 19th/20th – breakfast meeting potluck - feel free to get into the book – have fun

Student Services

Director of Student Services

School communities

Administrative council, DSS

Senior administrators, In-school team

Enhanced learning environments within the school community and positive relationships among staff members and between staff and administration

Curriculum materials, digital tools, and the range of human and other resources are provided purposefully and effectively to support student strengths and needs


By October 27, 2017 each PRSD school will submit classroom/grade profile plans that establish priority goals, actions and resources required to implement the plan.When establishing effective classroom goals through profiling, a variety of aspects of the classroom must be considered. These aspects include the:*application of engaging, mindful instructional practices responsive to the needs of diverse learners*classroom learning environment in a physical sense*classroom as a community including aspects of atmosphere and relationship building, and*a variety of classroom management techniques.

1) April 28, 2017 PRSD administrative council will attend SSAAM workshop pertaining to class/grade/school profile development

2) In-school team (admin, RT, GC) use classroom profiles to plan for efficient distribution of school resources based on the specific needs of each classroom/grade. Responsive and adaptive to changing needs.

3) In-school team use classroom profiles to plan for scheduled team teaching/coaching opportunities between classroom teacher, resource teacher and guidance counsellor within classrooms

St. Laurent School has been engaging in classroom profiles plans/meetings for a number of years and will continue to use classroom profiles as a means to respond to the diverse needs of our students – formalize a plan

4) PRSD Continuum of Services framework used to respond to the presenting individual student needs: establishing IEP, LAP, EAL, BIP

5) Working with divisional leaders for

In-school team, teacher, parent/guardian, clinician

Senior administration, divisional leaders, administrators, teachers

Senior administrators, student support staff and principals

Senior administrators, trustees, administrators, divisional leaders

SSW, RT, GC, Admin, guardian

Timetable development for student services personnel; GC, RT, into classrooms (in accordance with PRSD job descriptions)

Improved learning supports through teachers improved understanding of student/class needs and strengths through effective profiles

Improved marks on provincial assessments and TTFM surveys. A variety of relevant and meaningful assessment data are used by students and educators to continuously monitor learning, to inform instruction and to determine next steps

Students transitioning from elementary school to high schools will identify reduced anxiety and greater connectedness to the receiving school community

Survey indicates improved/increased cultural competence


4) Wellbeing: Responding to the diverse social and emotional needs of our students to improve academic success:

By June 2018, PRSD will improve program linkages and transitions for students between elementary and high school

By June 2018, a student success plan for each child in care registered in PRSD will be developed; addressing academic, social/emotional success, as well as support post-secondary planning.

documentation, pedagogy and implementation strategies

1) develop and implement a transition protocol between feeder schools and high schoolsSchool committee will have some further exploration of this outcome – possible plans include:

- Formalized transition meetings between grades

- Packages for transitions/checklist for teacher to teacher meetings

- Orientation for students transitioning into high school have student leaders

1) Administrative council will examine the issue of the overrepresentation of Indigenous children in care through education and training about Reclaiming Connections: Understanding Residential School Trauma Among Aboriginal People and of Canada’s

Student services team

Case manager, student, guardian & care giver, school staff, administration

Student services department

DSS & SSW

DSS, SSW, Psych & GC

PRSD grad rates for children in care will be that of children who have not been in care

Anecdotal evidence of meaningful empathy for the experiences of


Treaty obligations.Our committee will network with our Cultural Awareness school committee to continue to raise awareness through education and training.

2) A PRSD case manager is established for each child in careSt. Laurent School will formalize a plan to establish a case manager for each child in care over the next five years to track attendance, to follow up with what credits are needed on path to graduation, to advocate for student need and to bridge a connection/student advocate with the school, teachers, students, foster parents and CFS. The committee has yet to establish our expected outcomes in alignment with this document.

3) Student Services department will develop student success planning document

4) Through regular and purposeful conversations with children about their perceptions of school and their motivations and aspirations the PRSD case manager will ensure the youth in care is heard; their opinions about their own lives are taken seriously, actively involved in all planning and

Senior administration

Administrators, teachers, support staff

children in care and a strong understanding to the practical, systemic, and socio-economic needs and barriers that many of our children face

Staff opinions and behaviours reflect the value that children who have been taken into care deserve the highest degree of care and compassion


By June 2022, professional development and support for teachers and other school staff will be provided divisionally and school based to enable them to meet the diverse cognitive, academic, emotional, cultural and social needs of children and adolescents in care

By June 2022, PRSD professional and support staff will provide inclusive, non-punitive responses to externalizing behaviours of students who have been maltreated as children: Trauma-Informed Practice

decision making processes related to their careOur committee will network with Student Voice committee.

1) PRSD student services personnel will develop workshops and presentations for implementation division wide

2) DSS & SSW team will explore programs that show promise for improving outcomes for children and their families; the Families First Home Visiting program, Towards Flourishing project

1) PRSD student services personnel will develop workshops and presentations for implementation division wide on the Principles ofTrauma-informed Practiceconsistent with the five guiding principles of trauma-informed practice:• Safety• Trustworthiness• Choice• Collaboration• EmpowermentP.D. for Trauma – for St. Laurent School

Administrators, parents, students, staff

Administrators, DSS

Administrators, DSS & SSW

Increased social capital, outcomes associated with MET assessment collection for literacy and numeracy in grade 2, 3, 6, 12 will reflect improvement


By September 2017, PRSD will develop attendance policy that sets expectations for a student’s full and regular participation in learning

By January 2018, PRSD will develop a baseline of school absences for all studentsandPRSD administrators will identify those students requiring Attendance Success Plan intervention for their school

1) Policy goals will be: to support greater student

success and achievement to share responsibility:

Everyone has a role to play and interest in improving attendance

applied fairly and equitably, in ways that do not cause students who need support to fall further behind

School Committee will further explore to establish tutor groups – grade 11/12 students to assist grade 9/10 students, reading groups for younger students - can it work into credits for students??

1) Create a positive, engaging school climate that explicitly supports attendance:

Promote a sense of belonging and connection including noticing when students show up

Make learning so engaging students don’t want to miss class while creating understanding of how easily absences can add up

SSW

Accurate Maple Wood attendance records


Engage in restorative practice not punishment

Help our most economically challenged families and students meet their basic needs so all have the opportunity to get to school

Committee to look into creating a more welcoming entranceway to school – possibly have artists in the schools to work with students to create a mosaic – creates a safe and kind barrier free atmosphere/mindset seen right upon entering our school community

2) Build community awareness of how absences add up:

Messages about ‘absences’ are more motivating than messages about ‘attendance’; parents associate absence with what the child is missing when not in school

Send home information and tips about attendance

3) Make attendance a priority; administrators submit monthly student attendance summaries to DSS - explore the feasibility of an automated calling system

Student Services departmentSSW, SLP

Principals

Student services department

GCs, SSW, administrators

Facility Maintenance/Capital Project Supervisor, Accessibilities Committee


- home receives phone call when student is absent from a class unless parents call in the morning to inform school about excused absence- for children in care - report for attendance sent bimonthly to CFS and daily to foster parents through automated system - for students missing a consecutive number of (5?) classes, school will request an attendance meeting to discuss a plan to get student back on track4) Examine which students need intervention, connect these students and families to positive supports; SSW

5) SSW create positive linkages and engagement for students and families:

Offer plan or contacts for health support

Connect to get-to-school individualized plan

Recruit for engaging before or after school activities

Partner with families/students to develop Student Attendance Success Plan

Other support strategies include: Prevention and early


5) Addressing Barriers to Learning:

By January 2018, PRSD will further develop initiatives and innovative approaches addressing special needs and accessibility requirements, mental health concerns, and nutritional needs.

intervention programs to help students with behavioural issues;

SSW working with families to bring programs and services into schools;

Focus on individual student needs;

Flexible program choices and options; and

Cultural awareness

1) maintain and defend the best learning environments, the Continuum of Services and clinical support services

2) maintain established PRSD standard of professional practice; WEVAS, PLAY Project

3) address nutrition for vulnerable students as a basic human need, which includes maintaining and expanding nutrition programsSt. Laurent School will look into the possibility of a high school lunch program - what grants are available (Healthy Schools)


- Canteen available year round to all students

4) enhance partnerships with healthcare and other organizations to build on programming created to improve awareness and address mental health and wellness ????????? – Plan for Wellness – Student Fair

5) LGBTQ students have access to relevant supports; gender neutral bathroom, staff training, GSA developmentInternational Day Against Homophobia, Transphobia and Biphobia (IDAHOT) – Today, May 17th is International Day Against Homophobia, Transphobia and Biphobia (IDAHOT). This will be a great day to start conversations and learn new information. Check out the bulletin boards and posters around the school! The following activities will take place today: Students will be visiting classrooms with a WCI survey on LGBT2SQ issues Staff and students are invited to use rainbow chalk on the sidewalk to write “positive messages of hope and affirmation” Rainbow ice cream sundaes will be sold during lunch. Toppings available include: chocolate


sauce, strawberry sauce, caramel sauce, Rainbow Nerds, Smarties, Skittles, Rainbow Twizzlers, Rainbow Chip Cookies, whip cream and multiple kinds of rainbow sprinkles! – idea borrowed from WCI – not sure if committee will go forward with a plan similar to this??

St. Laurent School first official GSA meeting – May 26th, 201712:45 – 1:25

6) continue the phase-in of capital projects to ensure all facilities are physically accessible

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