What instructional strategies and structures are currently working in your school?
- Circle protocol
- Zones of Regulation
- Multi-age groupings
- Multi-age groupings in gym class coupled with social skills games
- Inquiry learning focused on inclusion
- Literacy centres (Daily 5 and other)
- Leadership structures: Routine Rally, Kindie Supervision, Terry Fox
- Adaptive Technology for all learners – Read and Write for Google Chrome, Dictation and other Apps
- Student Council
- Buddy classes
- Intermediate Recess Helpers
- Classroom Mapping
- Tools and devices for self-regulation – eg. Fidget toys
- Sensory tools – eg. Light coverings, wiggle cushions
- Universal Design for Technology supports
- Laptops and iPads available to all classes
- Teacher technology mentoring
- Digital Portfolio Apps such as Seesaw, Fresh Grade
- Assemblies focusing on belonging and kindness
- Self-Regulation stations around the school
- Inquiry Project Based Learning
- Outdoor learning and exploration
- Gardening projects
- School/Division Wide Projects (Sir John A. MacDonald Project)
- Tier 1 Counseling support
- Student Helpers
- Circle Protocol
- Morning announcements with Squamish language
- Community of Learner Process
What new strategies or structures do you plan to use? Why?
We intend to deepen our use of circle protocol and restorative circle practices to help build community and connection in our classrooms between students and teachers as well as between students and students. This will also help us expand our connections to the First People’s Principles of Learning. A renewed focus on purpose and authenticity in our teaching will allow students to connect to real world contexts and a broader community. This will help our students use their voices and engage with real world projects enabling them to contribute in meaningful ways to both the school and local community contexts.
We will be going through a process of reviewing and redeveloping our core values as a school, providing more leadership opportunities for our students and developing more activities and school wide events that bring us together in celebration.
We will continue to build classroom structures for literacy support in classes. We will continue to utilize LST, CST, ILT and teacher practices to create new and innovative ways of teaching literacy skills. We will explore more ways to improve numeracy skills using similar structures already in place for literacy. We will collaborate with ILT as well as District staff to collect more numeracy data and implement new structures to improve student success.
What new strategy or structure are you most excited about? Why?
We are looking forward to expanding our use of technology in our school to implement the MAP (My Action Plan) in all intermediate classes. This is exciting for us because this digital portfolio focusing on personal reflection will provide students with the opportunity to reflect on who they are as learners and to deepen their understanding of themselves. Our hope is that this can support students identify their needs and interests thereby making them advocates for their voice and choice in their learning. This will help strengthen the bond between educators and students by creating a partnership and community of support and understanding.
How do you monitor strategies and refine them as required?
The primary source of site based data is generated through classroom mapping. This process is well documented, making the classroom teacher, LST and administration accountable to suggested interventions and provides us with opportunities through the year to check-in on progress and make changes if needed. The follow up mapping that will take place in the early Spring will allow us to identify what has been working and what now may need support. We will also continue to review data collected through various surveys.
How is your budget aligned with this School Learning Plan?
We have increased our technology in the school with 30 new Chromebooks and 20 additional iPads expected in the next few months as well as wireless printers that can print from iPads for students using iPads as universal supports. Our budget also supports release time for teachers to participate in Classroom Mapping and we look forward to supporting teachers to deepen their understanding of circle through professional development opportunities. Admin time will also be allocated to supporting teacher collaboration throughout the year.
How does the school goal address achievement for specific groups of students?
Our school goal is important for all of our students. Our school is large and diverse and that is our strength.
Providing this diverse group of students with opportunities for engagement through voice and choice will benefit our entire school population. The inclusiveness of our classes and the Tier 1 approach to supporting the social-emotional development of all of our students will help support a sense of belonging for all of our students. Our continued focus on fostering relationships between all people in our building will help to make our community stronger.
What is your professional learning plan for staff?
We encourage teachers to invite our ILT team into classes as often as possible. We are also reaching out to different community partners including Sea to Sky Community Services (OT and Mental Health) to help us add to our Tier 1 classroom approaches. We would like to deepen our understanding of circle protocol for use in our classrooms and use this structure for authentic purposes. We will be engaging in the “Community of Learners Process” to establish common values and language for what a safe school looks like, feels like and sounds like.
Response to Intervention
How does your school plan to monitor student success and intervene when students struggle with their learning? How are you using Collaborative Models of Support to differentiate for students’ needs and plan for safe inclusive settings? What authentic classroom information is being used by your teacher teams to support planning for responsive instruction?
We have continued to build the structures and collection of data around our Classroom Mapping process. Last year our Learning Services Team (LST, Counsellor and Admin) met one on one with every teacher in our school in the Fall and Early Spring. We track all of the information that is gathered through these meetings in note form and on a large matrix. Our follow up Mapping in early Spring allowed us to identify our classes and students who required additional support or different interventions. Once the need was identified, we were able to allocate additional supports and/or add to the skill set of the teacher in order to meet the needs of our particular classes. The Classroom Mapping process led to a more informed Classroom Placement process that began in June and finished in September (2019). As a school we followed our School District’s Non-Categorical Approach to Classroom Placement, purposefully building many multi-age, balanced and diverse classes. This was quickly followed by our Classroom Mapping Meetings which wrapped up at the end of September 2019. Through this process we were able to identify classes that would benefit from additional in-class support. On top of our Classroom Mapping process which generates the data we need to make informed, transparent decisions around additional support structures, many of our teachers are working in collaboration through additional models including:
- ILT – building structures to support literacy and numeracy in both our English and Early French Immersion programs as well as plan authentic projects in collaboration with other teachers (eg. SD48 Forum on garbage and sustainability)
- Teacher Learning Teams – K/1, Intermediate, French Immersion
- MIST and IST
- Tier 1 interventions with LST and our counsellor
- Teacher Mentorship opportunities
In addition to our Classroom Mapping process, LST teachers and classroom teachers conduct basic reading assessments through the year to help make informed decisions. We are also using the ELP, PM Benchmarks, GB Plus, DRA, SWW and other classroom based assessments to monitor learning on an ongoing basis. Much of our monitoring of the voice and choice of our students comes from surveys such as the MDI and EDI which measure student engagement through various indicators.