Stephenville Primary ASDR 2012-13 - nlesd.ca · The Stephenville Primary School Council (SPSC) met in September, October and December of 2012, as well as March, May, and June 2013

Annual School Development Report Page 1

P.O Box 5500, Stephenville, NL, A2N 3P5

ANNUAL SCHOOL DEVELOPMENT REPORT

2012 – 2013

Our Mission

Stephenville Primary, in collaboration with families and community, is committed to providing a safe, nurturing and positive learning environment which enables everyone to

achieve to their fullest potential.


A Message From

DARRIN PIKE CEO/DIRECTOR OF EDUCATION

This school development report for the 2012-13 school year outlines your school’s successes and highlights in matters such as student achievement and professional development. The planning and execution of a school development plan is an important process that must be undertaken by the entire school community. A thorough plan lays the foundation for a productive and successful school year and will be beneficial to every member of the school community, most importantly the students of your school. As we move ahead with the development of a new strategic plan for the Newfoundland and Labrador English School District I thank our administrators, teaching staff, school councils and school communities for their efforts in developing and implementing the previous plans to ensure student success and achievement. Such collaboration is important to grow together as a school community for the betterment of our education system. I look forward with great enthusiasm to the progress we are going to make as we build upon these school development plans and continue to provide a quality education for every student in our province. Sincerely, Darrin Pike CEO/Director of Education


Message from the School Administration The 2012-2013 school year was once again a great year at Stephenville Primary School. We reflect on the past ten months with a strong sense of pride and accomplishment. We are proud of our school and many programs and opportunities we offer to our students. We have an exceptional group of students, a very supportive group of parents/guardians, and a very caring, dedicated, and professional staff. Our motto is, “Working Together, Building A Team.” Our team strives to provide the best school environment possible. Creating a safe and caring learning environment is one of our main goals at Stephenville Primary School. Related to this goal, Inclusive Education was a major focus for our school again this year. As a school team, we continuously evaluated the inclusive practices which already existed in our school and explored ways that our school could develop even further in this area. This was a very beneficial process. Also related to this goal was our focus on Positive Behavioral Supports. Enhancing teaching and learning to maximize student learning continued to be another important goal at our school. We continued with our focus on literacy and numeracy in an effort to further develop reading, writing, and math skills among our students. All members of our team including parents and guardians were involved in many activities related to these initiatives. Fostering the development of a genuine appreciation for the environment is also an ongoing goal of ours. In this area we continued to build upon several ongoing initiatives in addition to starting several new initiatives throughout the school year. School Yard Naturalization is unfolding very nicely. The following report will focus on the many new and ongoing initiatives as well as focus on other pertinent information that reflects our school’s progress for the 2012-2013 school year. The report begins with our mission statement which clearly states our purpose. Statistics such as enrollment, class size, pupil-teacher ratio, and student achievement are then presented. The final part of the report focuses on our school development plan and the many ongoing initiatives in our school. You will find reports from our School Council and the various committees in our school. These reports will reflect the successes we have experienced and the goals and objectives we have set for future years. Gerald Morgan Principal


Jill Benoit Vice-Principal Message School Council The Stephenville Primary School Council (SPSC) met in September, October and December of 2012, as well as March, May, and June 2013. There were 14 members who served on council. Activities this year included conducting the business of council, an increased presence at Curriculum Night, reviewing and discussing reports from various school committees, bringing parent/guardian questions and concerns to the council’s attention, and engaging in planning, implementation and evaluation of School Development initiatives. Overall, the experience of Stephenville Primary School Council for the 2012-2013 school year has been positive. Stephenville Primary is to be commended for its initiatives in the key areas of literacy, math, physical education, and art, as well as in its healthy financial fundraising efforts. Respectfully submitted, Dr. Chris Mercer, Chair Stephenville Primary School Council


Overview of School Our School Community Our school, Stephenville Primary, is part of the Western School District. The school currently has an enrolment of 340 students and offers programming in Kindergarten to Grade 3 - English and French Immersion. The school serves families from Stephenville, Kippens, Cold Brook, and Noel’s Pond. Our school has a total of 27.25 educational staff which includes 15 classroom teachers and 5.5 instructional resource personnel. We have 1 guidance counselor, 4 specialist teachers in the areas of Music, Physical Education, Core French, Library/Learning Resources, and Literacy/Numeracy Supports. We also have the support of 8 student assistants. In addition to the staff based at the school, we have access to District office staff including: speech language pathologists, specialists for hearing and visually impaired students, and an educational psychologist. The school also has the services of secretarial, janitorial and maintenance personnel.

Programming Kindergarten – 3.0 Units Grade 1 – 4.0 Units Grade 2 – 4.0 Units Grade 3 – 4.0 Units IRT’s – 5.5 Units Phys. Ed. – 1.0 Unit Music – 1.0 Unit Literacy/Numeracy – 1.0 Unit Library – 0.5 Unit French Support – 1.0 Unit Guidance – 0.75 Unit Admin – 1.5 Unit


CORE VALUES The following values are seen as being central to the life of our school and how all members of the school community should conduct themselves.

Nurturing Respect Collaboration Commitment Achievement

As a school, we attempt to apply these in our everyday dealings with each other and in the development of our programs and policies.

GUIDING PRINCIPLES These core values are reflected through the following guiding principles:

All children/school members are special and unique and deserve the opportunity to achieve their fullest potential.

All children/school members can learn. All children/school members are valuable and deserve respect. All children deserve a well-balanced education that takes into account

emotional, social, physical, moral, and cognitive aspects in a nurturing environment.

As a team, we can all learn, grow and educate. Everyone needs to experience success. The home and community are vital to the school’s success.

MISSION STATEMENT Stephenville Primary, in collaboration with families and community, is committed to providing a safe, nurturing and positive learning environment which enables everyone to achieve to their fullest potential.


Programs – Projects Stephenville Primary is known for the many programs and projects, both academic and extra-curricular that are carried out throughout the school year. Several of these include:

After School Sports Programs After School Art Program FAST - Families & Schools Together FASTWORKS Strengthening Families ROOTS of Empathy Technology French Immersion Literacy Projects Numeracy Projects Music Program Physical Education Program

LNS (Literacy Numeracy Support) Report – June 2013 SCHOOL WIDE INITIATIVES Staff Survey - Being new to the position this year, I began the year with a

survey for teachers regarding literacy/numeracy practices and interests. I then used this data (and data from last year’s Provincial Assessments) to form a plan for working with teachers throughout the year.

Introduction of LNS - I visited each classroom to talk to the children about my role in the school. I read an age appropriate story and followed the book with a reading response activity for each class/grade/group to take part in/complete.

Math Games Totes/ Filing Cabinet - I prepared Math Games in zippered totes for each teacher to pass around from student to student. When a class finished with a tote, they traded with another teacher at the same grade level. I also prepared 15-20 games at each grade level and arranged them by grade in a filing cabinet (in Main Office) for parents to ‘check out’ and use with their child to reinforce math skills learned in the classroom.


Play and Learn Week - I planned events and activities for teachers to use with their students for Play and Learn Week.

Buddy Math Bonanza/ Lunch Time Math Games - I organized Buddy Math Bonanza (paired classes and had students visit the LNS classroom for an hour each to play math games together). Because of the success of Math Buddy Bonanza, I decided to offer math buddies at lunch time. A selection of students for grades 1, 2, and 3 (multi-aged) came to the LNS room each day to mentor and play games together. This ran from December to April.

Family Math Days - I planned and implemented four Family Math Days (one for each grade). This involved having parents in for lunch, as well as presenting them with information to help them with math in the home, followed by math games in the classrooms with the children.

Christmas Travelling Story – I selected and implemented two continuous school travelling stories for the holiday season.

Literacy Week – I provided activities for teachers to implement in their classrooms throughout the week, as well as school-wide activities, such as guest readers for each grade, a bookworm tally of books read by students each day for the month, a book swap, and a family reading event on Friday.

Poetry Cafe – I designed and implemented a poetry cafe for each of the classes at all grade levels (K-3) that consisted of different types of poetic expression, through the use of technology and choice boards.

Book Levels - I have begun leveling sets of books that have been ‘unused’ in the library, as well as books acquired through funding initiatives, so that they can be available to the classrooms/teachers for student use. These are available to teachers in the LNS room (rm.203).

IN-CLASS TEACHING INITIATIVES Guided Reading Grade 2 - I taught Guided Reading in the 3 English

classrooms in grade two on a daily basis (year long). Writing Grade One - I led lessons in one grade one classroom presenting

writing strategies for beginning writers (two weeks). Reading & Comprehension Strategies Grade 2 - I visited two of the

grade two classrooms daily and taught reading strategies to students (two weeks).

Writer’s Workshop – I implemented Writer’s Workshop in all four grade two classrooms (worked on topics such as: description, point of view, self-assessment, etc.) over a one month period.


Persuasive Writing – I presented lessons in each of the grade three English classes to introduce students to the strategies and techniques used in writing persuasively (one week).

Reader’s Theatre – I worked with one of the Grade Two teachers to explore Reader’s Theatre in her classroom over three weeks, as a means to improve fluency while reading.

Writing Process – I worked with one of the Grade Two teachers to introduce the processes of writing to her students over a three week period.

Inference - Researched and taught lessons to the ELA Grade Three classes that would improve students’ abilities to infer (higher level thinking) (one week).

Literacy Centers – I researched, gathered, and assisted with the implementation of early primary Literacy Centers designed to increase students’ exposure to literacy strategies and skills in Kindergarten and Grade One. This took place over several months.

Literature Circles – I taught roles and implemented literature circles in one grade 2 classroom over several weeks.

Narrative Story Writing - At the request of the grade 3 teachers, I worked with a select group of students to discuss and work on the essential elements of narrative story writing (one week).

PROFESSIONAL DEVELOPMENT AND PARENT SESSIONS Literacy Plan - I presented the District Literacy Plan to teachers, a draft

document designed to assist teachers with the teaching and assessing of literacy in a consistent manner across the District.

Literacy Block – I prepared and presented information about ‘The Literacy Block’ (from District Literacy Plan) and how that would present in Primary Grades (specifically focused on Literacy Centers in the classroom to be used during Guided Reading time).

Common Assessment Scoring - Assisted grade three teachers with implementation of the common assessment (new this year) and did a mini-PD session on rubrics and scoring of assessments with grade three teachers (ELA and Math).

Reading Levels Data - I collected students’ reading levels throughout the year (as assessed by classroom teachers) and formulated into a table to be completed following each reporting period. Then, I used this table to present to staff at School Development Day to help plan ‘next steps’ in guiding our instruction as teachers.


Differentiated Instruction - I presented to staff a ‘refresher’ of what the core principles of differentiation are, and what it can look like in the classroom. Other teachers presented strategies they were using in their classes to give ‘hands-on examples’ for the staff.

Open Constructed Responses – I researched and presented a professional learning session on how to teach children to respond to open constructed responses, with a focus on Bloom’s Taxonomy. Then, as a staff, we decided on what method we would teach across all grade levels for consistency.

Kinderstart Presentations: - I prepared and presented a presentation for parents of preschool aged children at the Kinderstart Meeting in the Fall, and a second presentation with different content for parents in the Spring.

FUNDING PROPOSALS Math Promotions - I completed a Math Promotions Initiative application

(Dept. Of Education), requesting funding for several different math initiatives. We received $800. Orders were placed for sets of Math Games to be used during Lunch Time Math Buddies.

Applications for Funding (District Application) - I completed an application requesting funding for books for take home reading. We received $900 for this. A second application was then submitted during the winter and a further $3500 was received.

Applications for Funding (District Application) - I completed applications requesting funding for BrainPop Jr., RazKids, We received $500 for BrainPop Jr. and $600 for RazKids.

PROFESSIONAL LEARNING ATTENDED/COMMITTEES New Grade 4 English Language Arts Curriculum Guide and Program

– I attended the training for teachers on the new curriculum guide, outcomes, and resource. The program focuses more closely on structures like guided reading and guided writing, and support best practice teaching.

Development of a Multiaging Teaching Document – I was a member of the team that developed a Kindergarten to Grade 3 document to assist primary teachers who are required to teach several grades in one room. Again, the best practice structures supported through multiage teaching, such as cross curricular teaching and project based learning, are necessary when teaching in classrooms where inclusion is occurring.


Common Assessment Scoring Team – I assisted with selection of exemplars, training of scorers, and scoring of common assessments that were administered in grade three this year.

Service Delivery Team Committee – This committee considers the needs of each of the students in the school, and decides where services should be provided.

School Development Team – This committee’s focus is on school growth and specifically, our School Development Plan (next 3-5 years).

Literacy-Numeracy Committee – This committee collaborates to find ways to improve student learning in the areas of literacy and numeracy, while also encouraging school-wide activities that encourage the home school relationship.

An Environmentally Friendly School: Report - June 2013

The staff and students at Stephenville Primary are very aware of the importance of caring for the environment. We have participated in many activities throughout the school year that promote this awareness. The goal of the students / teachers and parents of our school is to take on projects that will become second nature to the children of our community. It is our hope that the children will not see the

things we do as ‘projects’ but rather a part of daily life. We are trying to embed the theory of Sustainability in everyone. The following is a description of some new projects that we have taken on and others that continue to be a part of our school climate. Students, teachers and parents at Stephenville Primary school once again participated in the Great Canadian Shoreline Cleanup. This is a program sponsored by the Vancouver Aquarium. This is our 16th year participating in this very worthwhile project. Our grade three students take this project in June of every year and along with our community partner, Newfoundland Power, they clean up the beach area behind our school. Children, parents, teachers and volunteers are responsible for collecting and separating garbage. They also must tally which items are found on the beach as this gets reported. Parents are responsible for larger items as well as any glass found and recyclables must be put in a separate bag. This is a total integration of math, science, language and environmental studies We have an ongoing School Yard Beautification program. As a part of this program, we hold an Environment Day every June, where children plant vegetable gardens, flower gardens, and use our composted materials as fertilizer during our environment day. It is a full day of activities. We have parent volunteers who come in a few days before to help weed and prepare the gardens. Families sign up to care for the gardens during the summer months. It


is our hope this project will instill in the children the awareness of environmental and conservation management practices. Children will see the result of making less waste and how the actual compost can be used to grow vegetables. We have two compost bins and have been composting since the spring of 2006. Children will see the result of making less waste and how the actual compost can be used to grow vegetables. Every child in our school will have an opportunity to plant a flower, vegetable or some seeds and in doing so we talk about what needs to be done to care for plants as well as talking about issues revolving around growing local as opposed to shipping in vegetables from other places. This year our school took part in two environmentally sustainable fundraisers. In the fall of the year we had a school fund raiser where we sold bags of vegetables that promoted the buying of local product. In the spring we took part in the Vessey Spring Bulb Fundraiser which was a huge success. This sustainable project sold everything from herbs, vegetables to perennial flowers. This spring our school was also invited to participate in a breakfast promoting local farmers and their produce. The farmers visited our school on the morning of the breakfast and greeted children and answered any questions they had about local farming. Three chefs from our local college came and prepared breakfast for the whole school using local products. It was an awesome experience. Envirofest this year, which is sponsored by Newfoundland Power, was held in the Flood Zone. Our grade three classes were invited to go and take part in the activities. They participated by viewing the area, planting trees / flowers, and again learning how to turn an area into a sustainable development for future enjoyment. Our school has a very active year long recycling program where children in each class collect and recycle their drink containers. There are blue recycling bins placed in each of the classroom where children as leaders in their classrooms and teachers manage the program. We have several recycling blitzes throughout our school year besides the regular recycling. Each year we raise approximately $10,000.00, which generally funds other worthwhile projects in our school. These projects enable our staff to use the environment as a learning classroom. The opportunity to learn in the outdoors will have a greater impact on the learning of children as they are hands on learners. The promotion of the use of our provincial parks is another way we do this. The children in our school take advantage of a program offered by Department of Environment and Conservation Parks and Natural Areas Divisions. This trip to Barachois Pond Provincial Park,

called ‘Nature’s classroom, in the fall of 2012 was an extension of our school curriculum. We were really impressed as to how the activities were matched to curriculum outcomes for our students. Students also have the opportunity to visit the local Alpaca farm (our Kindergarten children visit each year) and learn how this animal can have an impact for sustainability. Visits are also made by the


classes to the local Kippens trail / playground for nature walks and outdoor enjoyment. The grade twos, as a part of their curriculum, receive painted lady larve in the spring of each year. They watch the life cycle of the Painted Lady unfold before their eyes. At the end of the cycle, when they turn to butterflies, the students release the butterflies into our butterfly garden. This project is sponsored by our community partner, Newfoundland Power. Throughout this school year we have had several environmental presentations. The Conservation Corps of Newfoundland presented on climate change and Newfoundland Fisheries and Wildlife presented on ocean life conservation and more particular the life of the Leather Back sea turtle. We are very excited about a recent 'Environmental Project' that has been funded by Fisheries and Wildlife division. They have allowed us to purchase books, games, DVDs, CDs, puzzles and other educational materials that promote ocean awareness. They have also funded a new fish tank that will house salt water fish. We will be launching this project in the fall of this year and are very excited about educating our children about ocean conservation. Environmental action and learning is an ongoing process and it is our hope that it becomes second nature to the children. Environmental action and education is a cross curricular realm that is very important to our society today. If we teach children to care for our environment, we are teaching for future sustainability.

We don’t want to be looked at as a school that does a project to get recognition but we want to be looked at as a school where we truly care for our environment.

Partnerships Community Education Network (CEN) We have developed partnerships with the Community Education Network which has enabled us to acquire and administer several worthwhile and beneficial programs in our school. These include: ROOTS of Empathy Families and School Together (FAST) FASTWORKS (FAST Follow-Up Program) Strengthening Families DFO – Department of Fisheries and Oceans KIDS Eat Smart Program Schoolyard Beautification Initiative and NL Power


Western Star – Daily Papers Western Health Coalition


Summary Report on the School’s Most Current Data

Provincial Assessment Data Reading Records for Grades 1 and 2 Grade 1: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment = 84

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

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

38.0 61.8 62.6 46.4 62.0 64.6 35.8 64.6 60.2 51.6 65.2 58.7

What do these results tell us? Our Grade 1 students were administered the observation survey for Grade 1 students in the province as well as being assessed using the Reading Record provincial assessment package for Grade 1 students. Our reading results have shown development from the previous year, however, the percentage of students reading at or above the provincial benchmark is below those of the District and Province. Based on the data gathered from these assessments, we have identified several areas for focus in our school development plan. During the months ahead we plan to focus on the development of our students reading skills, at all grade levels, through the development of differentiated instructional strategies and co-teaching strategies. We will continue to use the districts K-6 Reading and Writing Framework and Elaboration document to guide teaching and learning. See our School Development Plans for additional details.


Grade 2: Percentage of Students (in June) at or above the Provincial benchmark Grade 2 Enrolment = 85

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


68.3 73.8 72.6 59.5 73.1 73.8 56.9 67.5 66.9 54.0 69.5 64.5

What do these results tell us? Our Grade 2 students were assessed using the Reading Record provincial assessment package. Our Grade 2 students reading results have shown significant development from the previous year when the same group of students was in Grade 1, however, the percentage of students reading at or above the provincial benchmark is below those of the District and Province. 54% of our Grade 2 students were reading at or above benchmark, up from 35.8% reading at or above benchmark at the end of Grade 1 during the 2011-2012 school year. Based on the data gathered from these assessments, we have identified several areas for focus in our school development plan. During the months ahead we plan to focus on the development of our students reading skills, at all grade levels, through the development of differentiated instructional strategies and co-teaching strategies. We will continue to use the districts K-6 Reading and Writing Framework and Elaboration document to guide teaching and learning. See our School Development Plans for additional details.


Provincial Assessment data by strand for grades 3 Grade 3 English Language Arts Grade 3 Enrolment = 77

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


Multiple Choice

Reading 92.5 92.1 92.2 79.8 78.0 79.7 59.3 65.9 67.5 82.0 73.5 72.7

Listening 77.5 80.8 80.9 88.5 87.9 87.9

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

Demand Writing

92.7 78.1 73.9 71.7 71.2 72.0 76.0 81.2 81.7 69.4 60.7 64.4

Poetic 75.9 72.9 71.5 59.2 72.7 77.8 33.3 43.4 47.9 86.1 66.4 65.2

Informational 61.1 64.1 63.6 54.4 48.8 52.8 49.3 62.6 64.4 95.5 80.3 80.1

Listening 60.7 60.3 59.9 38.5 65.9 68.9

What do these results tell us? The results of these external assessments have indicated growth for our school in several areas of Language Arts as well as assisted us in identifying areas needing development. Based on the data, we have identified and linked several areas for focus in our school development plan. During the months ahead we plan to focus on the development of our students reading and Writing skills, at all grade levels, through the development of differentiated instructional strategies and co-teaching strategies. We also plan to focus on the development of student communication skills, both written and oral, in the various areas of Language Arts and Mathematics. We will continue to use the districts K-6 Reading and Writing Framework and Elaboration document to guide teaching and learning. See our School Development Plans for additional details.


Grade 3 Mathematics Grade 3 Enrolment = 77

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


Multiple Choice

Number Operations

79.8 76.8 76.0 84.3 73.3 74.6 72.5 70.6 72.5

Number Concepts

79.5 77.7 77.3 85.9 77.4 78.2 81.5 77.0 78.3

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

Reasoning 85.7 65.8 62.2 72.5 58.2 61.1 63.8 68.2 72.2

Communication 81.8 66.3 61.5 72.5 57.4 60.5 64.9 69.2 73.4

Connections & Representations

88.3 69.9 68.1 71.0 64.0 65.2 71.3 74.7 78.7

Problem Solving

89.3 69.4 68.3 84.1 74.3 77.1 76.6 78.2 82.6

What do these results tell us? The Provincial Math Assessment was not administered during the 2012-2013 school year. Based on the results of this external assessment from previous years, we have identified and linked several areas for focus in our school development plan. During the months ahead we plan to focus on the development of student communication skills, both written and oral, in the various areas the Mathematics program. A focus on the development of our student’s skills with open constructed responses is necessary.


Internal Assessment Data (synthesis of report card data to report trends) Collecting and collating Report Card Data to focus on increased student achievement has become a common practice for the staff of Stephenville Primary. This is often completed by individual teachers and on a grade level basis, to assist staff with focusing in on group and individual student needs. This practice guides interventions aimed at improving student achievement, especially in the areas of Language Arts and Math. This year we have started collating some baseline common assessment data in the area of writing. We now have a long term plan in place that we are using to renew our focus on Literacy instruction. Our Grade 3 teachers, for example, have been participating in some intensive training in the new scoring guide in writing. They are also following the new K-6 Reading and Writing Framework and Elaboration Document and collaborating in Grade level meetings to ensure the plan is being followed. All of our staff members have collaborated to develop smart goals with time lines in place to improve student learning in the area of writing. They have also received some professional development sessions in the area of oral language instruction strategies to use in their classrooms to enhance student writing. Our current school plan has been developed to include objectives and strategies that will focus on these priorities.


Report on School Development Plan for Previous Year During the 2012-2013 school year our staff developed a new plan which will guide us for the next 4 years.


School Development Plan for Current Year

1 Year School Development Plan: 2013-2014

Goal 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. Objective 1.1: Implement effective instructional and assessment strategies.

Objective 1.2: Continue to use internal and external assessment data to inform instruction.

Strategies: 1.1.1 Implement a K-3 component of K-6 Reading and Writing Assessment Framework and Elaboration Document 1.1.2 Increase opportunities for student sharing in the classroom (aural/oral skills) 1.1.3 Engage in common assessment and collaborative scoring across and within grade levels, K-3, and across grade levels, 3-6. 1.1.4 Align Math assessments within each grade level to provide consistency

Strategies: 1.2.1 Implement the K-3 component of the K-6 Reading and Writing Assessment Framework Timeline 1.2.2 Use information gathered from internal or external Common Assessment to inform teaching 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data.

Indicators of Success: General Indicator: Improved Literacy skills 1.1.1 Strategies of plan implemented 1.1.2 checklists; observational 1.1.3 Record of collaborative meetings, common prompts 1.1.4 Consistent use of Math assessments within each grade level

Indicators of Success: 1.2.1 Timeline of plan implemented 1.2.2 Teaching practices are aligned with student need 1.2.3 Action Plans developed and updated regularly.

Goal 1. Support Plan

Financial Professional Development/Time Required

1.1.1 PD linked to literacy block in literacy plan

PD Linked to technology and student achievement PD Linked to DI and Inclusionary Practices

1.2.2 PD Linked to Formative Assessment


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment.OBJECTIVE #: 1.1: Implement effective instructional and assessment strategies. STRATEGY # : 1.1.1 Implement a K-3 Literacy plan

INDICATOR OF SUCCESS: 1.1.1 Strategies of plan implemented

Actions Individual Responsible

Target Dates Status (completed,

ongoing) Start Finish Scheduling one period of co-teaching in language arts on a daily basis

Kindergarten teachers, IRT’s, LNS, Administration

Sept. 2013

Oct. 2013

Ongoing

Continue to incorporate literacy centers

Kindergarten teachers, IRT’s, LNS

Sept. 2013

June 2014

Ongoing

Cross-class collaboration and team teaching


Jan. 2014 June 2014

Ongoing

Initiate monthly Grade Level Meeting

Grade One Teachers Sept. 2013

June 2014

ongoing

Yearlong Plan Grade One Teachers Sept.2013 June 2014

ongoing

Implement new Grade 1 ELA program

Ruth/Mary-Jane/April Sept 2013 June 2014

ongoing

PD for ELA program Grade One Teachers(English)/Mr. Morgan

Sept 2013 June 2014

ongoing

PD for FLA Nancy Sept 2013 June 2014

ongoing

Monthly grade level Meeting

Michelle Sept 2013 June 2014

ongoing

Use Literacy Plan Time Line

Grade One Teachers Sept 2013 June 2014

ongoing

Follow NL English School Board K – 6 Literacy Plan.

Classroom teachers, IRTs

Sept. 2013

June 2014

Ongoing

Create writing portfolios for each student (use to inform teaching and assessment/evaluation).

Classroom teachers, IRTs

Sept. 2013

June 2014

Ongoing

Literacy block of 90 minutes

Classroom teachers Sept. June ongoing

Copy of plan for each teacher

Michele Dawson Sept. Sept. completed


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment.OBJECTIVE #: 1.1 Implement effective instructional and assessment strategies. STRATEGY # : 1.1.2 Increase opportunities for student sharing in the classroom (aural/oral skills)

INDICATOR OF SUCCESS: checklists; observational



ongoing) Start Finish Continue to have daily sharing time (news, show and tell, reading, etc.)

Kindergarten teachers Sept. 2013

June 2014

Ongoing

Incorporate role playing through the use of puppets

Kindergarten teachers Oct. 2013

June 2014

Ongoing

Implement new Grade 1 ELA program

Grade 1 Teachers Sept 2013

June 2014

ongoing

Use Conversation cards from new ELA Program


June 2014

ongoing

Use more Cooperative learning strategy i.e. elbow buddies


June 2014

ongoing

Provide varied opportunities for students to practice aural/oral skills (ie. Show-and-Tell, Daily Reader, Author’s Chair, Sharing time, Morning News)

All classroom teachers, IRTs, Student Assistants

Sept. 2013

June 2014

Ongoing

Set up classroom routines and expectations for speakers (ie. Clear voice, look at audience, book down) and listeners (ie. Look at speaker, lips closed, hands to yourself, ears open, sitting properly)


Sept. 2013

June 2014

Ongoing

Create a checklist for assessment

All classroom teachers, IRTs

Sept. 2013

June 2014

Ongoing

Read alouds/ daily Classroom teachers Sept. June ongoingAudio Cd with anthology/weekly


Songs/monthly Classroom teachers Sept. June ongoingMovies/media/biweekly Classroom teachers Sept. June ongoingRaz kids/daily Bennett/O’Connor Sept. June ongoingSpeak easy/biweekly Book talks/monthly



GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment.OBJECTIVE #: 1.1: Implement effective instructional and assessment strategies. STRATEGY #: 1.1.3 Engage in common assessment and collaborative scoring across and within grade levels, K-3, and across grade levels, 3-6.

INDICATOR OF SUCCESS: Actions Individual

Responsible Target Dates Status

(completed, ongoing)

Start Finish


GOAL #1 : To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.1: Implement effective instructional and assessment strategies. STRATEGY # : 1.1.4 Align Math assessments within each grade level to provide consistency INDICATOR OF SUCCESS: Consistent use of Math assessments within each grade level


Target Dates Status (completed, ongoing)

Start Finish Grade level meetings

Kindergarten Teachers

Sept. 2013

June 2014

Ongoing

Grade level common assessments


Sept. 2013

June 2014

Ongoing

Use of various assessment strategies from Grade 1 Math Curriculum Guides


June 2014

ongoing

Share Math assessment tools (ie. Evaluations, journals, checklists) at monthly grade level meetings to ensure consistency


Sept. 2013

June 2014

Ongoing

Common unit assessments/ activities/formats ( Provincial Assessment )

Teachers Sept. May ongoing

Grade level meetings

Teachers Sept. May ongoing


GOAL #1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction.

STRATEGY # : 1.2.1 Implement the K-3 component of the K-6 Reading and Writing Assessment Framework Timeline INDICATOR OF SUCCESS: Timeline of plan implemented



ongoing) Start Finish ELIMINATE STRATEGY

Monthly Grade level Meetings

Grade 1 teachers Sept 2013

June 2014

ongoing

Administer provincial assessment package for Grade 1


June 2014

ongoing

Various Informal assessment

All classroom teachers will follow the K-3 Literacy plan timeline

Classroom teachers, IRTs, LNS

Sept. 2013

June 2014

Ongoing

Review timeline at monthly grade level meetings


Sept. 2013

June 2014

Ongoing

Daily 90 minute block

Teachers Sept June ongoing

Student assessment collections

Teachers Sept June ongoing


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction.

STRATEGY #: 1.2.2 Use information gathered from District Common Assessment to inform teaching

INDICATOR OF SUCCESS: Teaching practices are aligned with student need Actions Individual

Responsible Target Dates Status

(completed, ongoing)

Start Finish Participate in Professional Development Data Day

All staff members Oct. 2013

June 2014

Ongoing

Discussions at Grade level Meetings


June 2014

Ongoing

Use District Common Assessment results to determine areas needing growth


Sept. 2013

June 2014

Ongoing

Develop and implement good teaching strategies to address specific needs


Sept. 2013

June 2014

Ongoing

Grade level meetings to discuss student needs identified through common assessment

Teachers/IRT/LNS Feb. May ongoing

Differentiated Instruction

Teachers/IRT Sept. June ongoing

Sharing BEST practices

Teachers/IRT/LNS Sept. June ongoing


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment.OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction.

STRATEGY #: 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data.

LEARNING NEED 1.2.3.1: Not all students reaching benchmark levels in reading accuracy/fluency and comprehension. INDICATOR OF SUCCESS: Guided reading implemented in classrooms



ongoing) Start Finish Action 1: Implement Guided Reading in K-3 Classrooms

Incorporate guided reading into literacy centers


Nov. 2013

June 2014

Ongoing

Pre-assessment of students’ literacy skills

Kindergarten teachers Nov. 2013

June 2014

Ongoing

Scheduling of support specialists to assist with the reading literacy centers (one period per session per teacher)

Kindergarten teachers, IRT’s, LNS, Administration

Oct. 2013

Nov. 2013

Ongoing

Co teaching with IRT Grade 1 teachers and IRT

Sept. 2013

June 2014

ongoing

Effective rotational guided reading groups

Grade 1 teachers and IRT

Sept. 2013

June 2014

ongoing

Organize homogeneous Guided Reading groups

All classroom teachers, IRTs, LNS, Teacher Assistants

Sept. 2013

June 2014

Ongoing

Implement daily Guided Reading period (30 minutes)

All classroom teachers, IRTs, Student Assistants, LNS

Sept. 2013

June 2014

Ongoing

Use leveled texts that are provided (Fiction and Non-fiction)


Sept. 2013

June 2014

Ongoing

Use reading record results to create effective groupings and guide instruction


Sept. 2013

June 2014

Ongoing

Use mini-lessons to teach reading strategies


Sept. 2013

June 2014

Ongoing

Implement RazKids and Reading A – Z to foster independent reading


Sept. 2013

June 2014

Ongoing

Meet with IRT to review reading levels of students to group children for GR

Adams Mid Sept.

Mid sept.

Completed

Scheduling of GR Adams / grade 3 teachers

Mid Sept.

Mid Sept.

Completed




LEARNING NEED 1.2.3.1: Not all students reaching benchmark levels in reading accuracy/fluency and comprehension. INDICATOR OF SUCCESS: Use of collected data to assess progress



ongoing) Start Finish Action 2: Gather data of student reading levels each term.

Observations, Student-Teacher Conferencing, Reading Records, Checklists (alphabet, sounds, sight words, etc.)


Sept. 2013 June 2014

Ongoing

Analysis of student reading records

Grade 1 Teachers September 2013

June 2014

ongoing

Administer reading records according to K-3 literacy plan timeline

Classroom teachers Oct. 2013 June 2014

Ongoing

Gather school wide data of student reading levels each term

LNS Oct. 2013 June 2014

Ongoing

Reading records Teachers/ IRT Oct. June ongoing




LEARNING NEED 1.2.3.1: Not all students reaching benchmark levels in reading accuracy/fluency and comprehension. INDICATOR OF SUCCESS: Reorganization of reading groups



ongoing) Start Finish Action 3: Reorganize reading groups based on student progress.

Observations, Student-Teacher Conferencing, Reading Records, Checklists (alphabet, sounds, sight words, etc.)


Sept. 2013

June 2014

Ongoing

Reorganize Reading groups based on assessment results


June 2014

ongoing

Adapt reading groups based on students’ individual progress as determined by assessing reading record results, observation, following K-3 literacy plan timeline

Classroom teacher, IRTs, Student Assistants

Oct. 2013

June 2014

Ongoing

Guided reading Teachers/ IRT Sept May ongoing Reading records Teachers/ IRT Sept May ongoing


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction. STRATEGY #: 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data. LEARNING NEED 1.2.3.2: Not all students reaching Satisfactory Level in writing as per provincial scoring guide. INDICATOR OF SUCCESS: Guided writing implemented in classrooms

Actions Individual Responsible Target Dates Status (completed,

ongoing) Start Finish Action 1: Implement Guided Writing in K-3 classrooms.

Incorporate guided writing into literacy centers


Nov. 2013

June 2014 Ongoing

Pre-assessment of students’ writing skills

Kindergarten teachers Nov. 2013

June 2014 Ongoing

Scheduling of support specialists to assist with the writing literacy centers (one period per session per teacher)

Kindergarten teachers, IRT’s, LNS Administration

Oct. 2013

Nov. 2013 Ongoing

Team teach with IRT Grade 1 teachers and IRT

Sept 2013

June 2014 Ongoing

Effective rotational guided writing groups

Grade 1 teachers and IRT

Sept 2013

June 2014 Ongoing

Organize homogeneous Guided Writing groups

All classroom teachers, IRTs, LNS

Oct. 2013

June 2014 Ongoing

Schedule time for Guided Writing

All classroom teachers, IRTs, LNS, Student Assistants

Oct. 2013

June 2014 Ongoing

Use mini-lessons to teach writing and spelling strategies

All classroom teachers, IRTs, LNS, Student Assistants

Oct. 2013

June 2014 Ongoing

Demand piece /Common

Teachers/IRT/LNS Mid Jan Mid Jan

Group children based on needs

Teachers/IRT/LNS Late Jan Jan - Ongoing

Ongoing

Consult with IRT/LNS assign groups

Teachers/IRT/LNS Late Jan Late Jan


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction. STRATEGY #: 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data. LEARNING NEED 1.2.3.3: Students struggling with math written response including knowledge of math vocabulary. INDICATOR OF SUCCESS: Improvement of student performance in written response



ongoing) Start Finish Action 1: Model exemplars of written response questions/answers

Continue to use math journals


June 2014

Ongoing

Continue to implement math centers

Kindergarten teachers, LNS

Sept. 2013

June 2014

Ongoing

Continue to model expectations during whole group instruction


June 2014

Ongoing

Modeling through pictures numbers and words i.e. math journals


June 2014

Ongoing

Use available exemplars on FirstClass to model written response questions/answers


Oct. 2013

June 2014

Ongoing

Use Provincial Math Rubric to score student work samples

Classroom teachers Oct. 2013

June 2014

Ongoing

Model response expectations during Math periods


June 2014

Ongoing

Create new exemplars Teachers/IRT/LNS Oct Dec Problem of the week Teachers Jan June Use a step approach….scaffolding

Teachers Jan June


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction. STRATEGY #: 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data. LEARNING NEED 1.2.3.3: Students struggling with math written response including knowledge of math vocabulary. INDICATOR OF SUCCESS: Improvement of student performance in written response



ongoing) Start Finish Action 2: Shared writing of written response questions/answers.

Continue to use math journals

Kindergarten teachers

Sept. 2013

June 2014

Ongoing

Continue to implement math centers

Kindergarten teachers, LNS

Sept. 2013

June 2014

Ongoing



Sept. 2013

June 2014

Ongoing

Use more Cooperative learning strategy i.e. elbow buddies

Grade One Teachers

Sept 2013

June 2014

ongoing

Provide times for students to show and share written response questions/answers (partners, small group, or whole-group)

Classroom teachers

Sept. 2013

June 2014

Ongoing

Share student work often; oral and visual

Teachers Sept. June ongoing

Peer collaboration/communication

Teachers Feb June ongoing


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction. STRATEGY #: 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data. LEARNING NEED 1.2.3.3: Students struggling with math written response including knowledge of math vocabulary. INDICATOR OF SUCCESS: Students effectively using and applying math rubric



ongoing) Start Finish Action 3: Teaching of rubric for Math constructed response.



Sept. 2013

June 2014

Ongoing

Teaching effective strategies to engage in higher order thinking i.e. questioning


June 2014

ongoing

Introduce students to provincial Math rubric using student friendly language


June 2014

Ongoing

Model expectations for open constructed responses


June 2014

Ongoing

Students analyze/score exemplars-group

Teachers/IRT/LNS Sept June ongoing

Students improve weak answers-group

Teachers/IRT/LNS Sept June ongoing


GOAL # 1: To improve student achievement through the use of effective teaching and assessment strategies in an inclusive environment. OBJECTIVE #: 1.2: Continue to use internal and external assessment data to inform instruction. STRATEGY #: 1.2.3 Develop SMART Action Plans in in response to identified literacy and numeracy learning needs evident from analysis of internal and external data. LEARNING NEED 1.2.3.3: Students struggling with math written response including knowledge of math vocabulary. INDICATOR OF SUCCESS: Math Word Wall in all classes



ongoing) Start Finish Action 4: Display Math Word Wall in all classrooms.

Numbers, patterns, shapes and colors displayed in the classroom


Sept. 2013

June 2014

Ongoing

Display and refer to math word wall


Sept 2014 ongoing

Create and display Math word wall in all classrooms

Classroom teachers, LNS, IRTs

Oct. 2013

June 2014

Ongoing

Make and display visual of vocab

teacher Sept June ongoing

Provide students with personal copies of unit word lists

teacher Sept June ongoing


Goal 2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected. Objective 2.1: Continue to develop an environment where everyone exemplifies social skills of the school PBS model.

Objective 2.2: Increase awareness of the importance of making healthy lifestyle choices.

Objective 2.3: Continue to develop a school environment where all members feel safe and respected.

Strategies: 2.1.1 Promote 3 bee’s (PBIS) 2.1.2 Read literature in classrooms about pro-social behavior. 2.1.3 Hold events that promote pro-social behavior. 2.1.4 Students will be more informed and aware about personal safety. 2.1.5 Students will develop empathy skills through anti-bullying programming.

Strategies: 2.2.1 Increase students involvement in physical activity. 2.2.2 Promote good nutrition consistent with School Nutrition Policy. 2.2.3 Develop student awareness of the importance of nutrition and healthy habits.

Strategies: 2.3.1 Promote safe behaviors on the bus through modeling and teaching. 2.3.2 Promote safe behaviors in the parking lot through parent education (school memos, information sessions, etc.). 2.3.3 Promote safe behaviors in the playground through modeling and behaviors. 2.3.4 Promote safe behaviors in the washrooms through modeling and teaching.

Indicators of Success: 2.1.1 Students can recite and implement 3 bee’s 2.1.2 Students will demonstrate appropriate social behaviors. 2.1.3 Students participate in Stand Up Day and Friendship Day. 2.1.4 Grade 1 students will participate in the Care Kit. 2.1.5 Roots of Empathy, PBIS, Stand Up Day, Friendship Day, Assemblies, Grade 2 Health Program.

Indicators of Success: 2.2.1 Intramurals, after-school sports, DPA resources, regular Gym classes, and classroom based activities. 2.2.2 Students participate in Breakfast Program, healthy eating initiatives (fruit trays, etc.), school memos and information sessions, public health nurse. 2.2.3 Grade K – 3 Health Program, Healthy eating initiatives (fruit trays, etc), presentations from school nurse.

Indicators of Success: 2.3.1 Bus Buddies program, review of bus rules in September (modeling and teaching behaviors), and seating assignments. 2.3.2 Parents will comply with parking lot rules. 2.3.3 Students will follow school playground rules. 2.3.4 Students will follow school washroom rules.


Financial Professional Development/Time Required 2.1.2 Purchase Literature linked to pro-social behavior

2.1.1 Refresher session linked to DPA


GOAL #2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.1: Continue to develop an environment where everyone exemplifies social skills of the school PBS model. STRATEGY #2.1.1: Promote 3 bee’s (PBIS)

INDICATOR OF SUCCESS: 2.1.1 Students can recite and implement 3 bee’s



ongoing) Start Finish Assemblies, 3 bee’s song, Bulletin board, home memos, P.A. announcements, stand up day, discussions and literature, videos, guidance counselor, etc.

All staff members Sept. 2013 June 2014

Ongoing

Sing our school song Staff September 2013

June 2014

ongoing

Foster PBS Staff September 2013

June 2014

ongoing

Include 3 bee mascots in school wide/community events

September 2013

June 2014

ongoing

Announcements over PA

Administration September 2013

June 2014

ongoing

Display on bulletin board

Administration September 2013

June 2014

ongoing

Classroom and school signage

staff September 2013

June 2014

ongoing

Promote 3 bees through announcements, assemblies, school memos, classroom routines and displays


Sept. 2013 June 2014

Ongoing

Assembly Committee Sept. June. ongoing Announcements – Caught being good

School wide Sept. June. ongoing

Grade 3 students mentoring grade 1 students ( Bee Day )

Grade 1 and 3 teachers

Nov. 7,2013

Music – Bee song Mr. White Sept. June. ongoing


GOAL # 2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.1: Continue to develop an environment where everyone exemplifies social skills of the school PBS model. STRATEGY #2.1.2 Read literature in classrooms about pro-social behavior.

INDICATOR OF SUCCESS: 2.1.2 Students will demonstrate appropriate social behaviors.



ongoing) Start Finish Falls under Strategy 2.1.1

Read Alouds Classroom Teachers

Sept 2013 June 2014

Watch and listen to Audio-videos

Classroom Teachers

Sept 2013 June 2014

Integrate grade level health and Religion curriculum

Classroom Teachers

Sept 2013 June 2014

Use literature about pro-social behavior for classroom read-alouds

Classroom teachers

Sept. 2013 June 2014 Ongoing

Display children’s literature promoting pro-social behavior in classroom

Classroom teachers


Little Green Thumbs

Teachers Nov. June Ongoing

Religion/ Health/ Social studies cross curricular lessons

Teachers Sept. June Ongoing


GOAL #2 : To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.1: Continue to develop an environment where everyone exemplifies social skills of the school PBS model. STRATEGY #2.1.3: Students will demonstrate appropriate social behaviors.

INDICATOR OF SUCCESS: 2.1.3 Students participate in Stand Up Day and Friendship Day.



ongoing) Start Finish Promote 3 bee’s, discussions and literature on appropriate social behaviors, guidance involvement

All staff members Sept. 2013 June 2014 Ongoing

Reinforce getting caught following 3 bees

staff Sept 2013 June 2014 ongoing

Assembly staff Sept 2013 June 2014 ongoing Anti-Bullying Day staff Sept 2013 June 2014 ongoing Draw for prizes with names submitted for following 3 bees

staff Sept 2013 June 2014

Participate in school-wide Stand Up Day.

All teaching staff National Stand Up Day

National Stand Up Day

To be completed.

Participate in school-wide Friendship Day.

All teaching staff National Friendship Day

National Friendship Day

To be completed.

Assembly for stand up day

Assembly committee

Feb

Pink Shirt day teachers Feb


GOAL #2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.1: Continue to develop an environment where everyone exemplifies social skills of the school PBS model. STRATEGY #2.1.4: Students will be more informed and aware about personal safety.

INDICATOR OF SUCCESS: 2.1.4 Grade 1 students will participate in the Care Kit.



ongoing) Start Finish Guest Speakers, videos, discussions and literature


Fire drills and lock down drills


Positive behavior supports (i.e announcements – caught being good)


Assemblies (i.e. Stand Up)


Bus, playground & parking lot safety


Use of Care Kit (Grade 1)

Classroom teachers

Sept 2013 June 2014 ongoing

Health curriculum Classroom teachers

Sept 2013 June 2014

Presentations from Community Resources i.e. firemen, forestry, school nurse

Classroom teachers

Sept 2013 June 2013

All Grade 1 classes participate in the Care Kit.

Grade 1 teachers, Guidance Counselor

TBD TBD TBD

No Grade 3


GOAL #2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE # 2.1: Continue to develop an environment where everyone exemplifies social skills of the school PBS model. STRATEGY #2.1.5: Students will develop empathy skills through anti-bullying programming.

INDICATOR OF SUCCESS: 2.1.5 Roots of Empathy, PBIS, Stand Up Day, Friendship Day, Assemblies, Grade 2 Health Program.



ongoing) Start Finish Use of children’s literature


Rewarding positive behaviors


Daily awareness of appropriate behaviors

Classroom teacher Sept 2013 June 2014 ongoing

To develop a program that is more continuous throughout the year i.e. Character Bound (Fitness Finders)

Staff Sept 2013 June 2014 ongoing

Establish small group guidance i.e.friendship club

guidance Sept 2013 June 2014 ongoing

One Grade 2 class participates in Roots of Empathy program

Grade 2 teacher, Guidance Counselor

Oct. 2013 June 2014 Ongoing

Use PBIS to promote pro-social behaviors

All teaching staff Sept. 2013 June 2014 Ongoing

Participate in school-wide Friendship Day and Stand Up Day

All teaching staff TBD TBD TBD

Promote anti-bullying messages at school assemblies

Assembly Committee Oct. 2013 June 2014 Ongoing

Grade 2 teachers cover Health outcomes dealing with anti-bullying programming

Grade 2 teachers Sept. 2013 June 2014 Ongoing

No Grade 3 GOAL #2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.2: Increase awareness of the importance of making healthy lifestyle choices.


STRATEGY #2.2.1: Increase students involvement in physical activity.

INDICATOR OF SUCCESS: 2.2.1 Intramurals, after-school sports, DPA resources, regular Gym classes, and classroom based activities.



ongoing) Start Finish Promoting DPA activities


Ensure all grade levels are meeting the P.E. Provincial Time Allocations

Administration Sept. 2014

Promoting outdoor play during lunchtime


Promoting intramurals and after school sport programs


Participate in a school-wide winter carnival

All staff members Jan. 2014 April 2014

Walk to breakfast School and Home October 2013

October 2013

Completed

5210 School/Home Intramurals /After School Sports

Phys. Ed Teacher Sept. 2013 June 2014 Ongoing

DPA Classroom Teacher Sept. 2013 June 2014 Ongoing 2nd ½ lunch outside Administration

Supervising Teachers Sept. 2013 June 2014 Ongoing

Students have the opportunity to participate in intramural sports

Phys. Ed. Teacher Oct. 2013 June 2014 Ongoing

Students have the opportunity to participate in after-school sports

Phys. Ed Teacher Oct. 2013 June 2014 Ongoing

Students participate in regular Gym classes

Administration (scheduling), Phys. Ed teacher


Teachers make use of DPA resources and classroom based activities to promote

All teaching staff Sept. 2013 June 2014 Ongoing


physical activity No Grade 3 GOAL # 2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE # 2.2: Increase awareness of the importance of making healthy lifestyle choices. STRATEGY #2.2.2: Promote good nutrition consistent with School Nutrition Policy.INDICATOR OF SUCCESS:



Start Finish No KDGN Nutrition Day Committee Sept.

2013 June 2014 Ongoing

Healthy Canteen Menu


June 2014 Ongoing

Curriculum Night Presentation: Healthy Lunch

School Nurse Sept. 2013

Sept. 2013 Completed

Offer Breakfast Program to all students

Volunteers, teaching staff

Sept. 2013

June 2014 Ongoing

Students participate in healthy eating initiatives in their classrooms (fruit trays, sip and crunch, etc.)

All teaching staff Sept. 2013

June 2014 Ongoing

Memos promoting School Nutrition Policy are sent home to families


June 2014 Ongoing

Information sessions on School Nutrition Policy are held for families (Bulletin board)

Public Health Nurse Sept. 2013

June 2014 Ongoing

No Grade 3


GOAL #2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE # 2.2: Increase awareness of the importance of making healthy lifestyle choices. STRATEGY #2.2.3: Develop student awareness of the importance of nutrition and healthy habits. INDICATOR OF SUCCESS:



ongoing) Start Finish No KDGN Grade Level Health Curriculum

Individual Classroom Teacher School Nurse

Sept. 2013

June 2014 Ongoing

Breakfast Program Volunteer Teacher / Students

Sept. 2013

June 2014 Ongoing

Hand washing Classroom Teacher School Nurse

Sept. 2013

June 2014 Ongoing

Head Lice Classroom Teacher School Nurse Administration

Sept. 2013

June 2014 Ongoing

Teachers cover Health outcomes dealing with nutrition and healthy habits

All classroom teachers Sept. 2013

June 2014 Ongoing

Students participate in healthy eating initiatives in their classrooms (fruit trays, sip and crunch, making healthy snacks with students, etc.)

All classroom teachers Sept. 2013

June 2014 Ongoing

Teachers schedule presentations with school nurse for students

Classroom teachers, school nurse

Sept. 2013

June 2014 Ongoing

No Grade 3


GOAL # 2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE # 2.3: Continue to develop a school environment where all members feel safe and respected. STRATEGY #2.3.1: Promote safe behaviors on the bus through modeling and teaching. INDICATOR OF SUCCESS:



Start Finish No KDGN Assign Seating assignments when necessary

Administration Bus Drivers

Sept. 2013

June 2014 Ongoing

Implement Bus buddies program


Sept. 2013

June 2014 Ongoing

Review bus expectations at beginning of year


Sept. 2013

June 2014 Ongoing

No Grade 2 No Grade 3 GOAL # 2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE # 2.3: Continue to develop a school environment where all members feel safe and respected. STRATEGY #2.3.2: Promote safe behaviors in the parking lot through parent education INDICATOR OF SUCCESS:



ongoing) Start Finish No KDGN Communicate through school memos and at curriculum night to parents

Administration Classroom Teachers

Sept. 2013

June 2014 Ongoing

No Grade 2 No Grade 3


GOAL # 2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.3: Continue to develop a school environment where all members feel safe and respected. STRATEGY #2.3.3: Promote safe behaviors in the playground through modeling and behaviors.INDICATOR OF SUCCESS:



ongoing) Start Finish

No KDGN Rules/Routines/Structure Supervising Teachers

Administration Classroom Teachers

Sept. 2013

June 2014

Ongoing

No Grade 2 No Grade 3 GOAL #2: To continue to foster a healthy, safe and caring school environment in which everyone feels valued and respected.OBJECTIVE #2.3: Continue to develop a school environment where all members feel safe and respected. STRATEGY #2.3.4: Promote safe behaviors in the washrooms through modeling and teaching. INDICATOR OF SUCCESS:



Start Finish No KDGN Encourage behaviors in the washrooms through modeling and teaching.

Classroom Teacher Teachers on Duty

Sept. 2013

June 2014 Ongoing

Visual Schedule in the bathroom to promote appropriate behavior.

Administration

Sept. 2013

June 2014 Ongoing



Goal 3: To continue to foster a climate and culture of open communication and collaboration where leadership opportunities are available for all stake holders. Objective 3.1: Increase staff awareness and participation in leadership roles.

Objective 3.2 Increase opportunities for collaboration.

Strategies: 3.1.1 Share best teaching practices and PD information. 3.1.2 Participate in grade level meetings & committees 3.1.3 3.1.4

Strategies: 3.2.1 Regularly collaborate with staff and administration 3.2.2 Participate in team teaching opportunities. 3.2.3 Participate in daily Guided Reading. 3.2.4 3.2.4 Observing other teachers both internally and externally.

Indicators of Success: 3.1.1 Staff participation in leadership roles

Indicators of Success: 3.2.1 Minutes from meetings 3.2.2 Shared Lesson Plans 3.2.3 Scheduling 3.2.4 Sharing of new information and best practices.


Financial Professional Development/Time Required 3.1.1 Request monies for: travel, accommodations and registration for professional development opportunities. 3.2.4 Substitute days that foster collaboration oportunities

3.2.5 Personal, school wide and district PD required for cooperative teaching strategies.

GOAL # 3: To continue to foster a climate and culture of open communication and collaboration where leadership opportunities are available for all stake holders. OBJECTIVE # 3.1.1: Increase staff awareness and participation in leadership roles. STRATEGY # :Share best teaching practices and PD information INDICATOR OF SUCCESS:



Start Finish No KDGN Participate in grade level meetings and committees.

Administration Teachers

Sept. 2013

June 2014 Ongoing

Staff Meetings Administration Teachers

Sept. 2013

June 2014 Ongoing



Operational Issues for 20__ - __

Operational Issue Intended Action


Documents

Stephenville Primary ASDR 2012-13 - nlesd.ca · The Stephenville Primary School Council (SPSC) met in September, October and December of 2012, as well as March, May, and June 2013