Elementary School Plan for Student Success

Transcription

1 Elementary School Plan for Student Success South Poplar Traditional Elementary Team Members: Grade 3 Teachers: S. Gravel; M. Blouin, LSS & ELL Teachers, School Context South Poplar Traditional School: Ministry of Education: Inquiry Question Rationale (Why are we doing this?) Driver: How can we best personalize students learning with the core competencies required to enhance, deepen and enrich students learning? How does focusing on teaching writing mechanics and grammar into daily lessons transfer to student s independent writing? How does providing target instruction to increase students higher order, critical thinking skills develop their ability to analyze, evaluate and/or synthesize information? To expose and teach students to use analytical thought and creative in their written responses The new curriculum requires students to be able to demonstrate learning and thinking in a variety of ways. By exploring the use of technology to develop and apply understanding of given writing outcomes, students will be able to further improve their personal: narrative, story, imaginative writing as well as their informational and research To better meet the growing needs of our ELL students observing a trend that ELL students are not as strong non- ELL students in writing performance, particularly in the area of mechanics and proper grammar. All student benefit from differentiated approaches. (Extending/challenging learning/supporting learning in a variety of ways) Strong writing and communication skills are a perquisite for the 21 st Century citizen Providing opportunities for the students to become technological advanced to meet the needs of the 21 st century change in learning by engaging students with technology and visual learning

2 School Data Grade Group School Data: Term 1 Writing Summative Achievements: Term 2 Writing Summative Achievements: District Writing Assessment: Grade 4 FSA Writing Results:

3 Strategies Leadership/Teamwork Professional Learning and/or Resources Collaboration to develop common scope and sequence Grade 3 Teachers as well as LA/ELL Teachers Regular collaboration meetings Adrienne Gear Writing Power and correlation with new curriculum Collaboration to develop common strategies and review student writing achievements Review current writing understanding, strategies and assessment practices Grade 3 Teacher as well as LA/ELL Teachers Grade 3 Teachers and District Helping Teachers Regular collaboration meetings Determine common teaching strategies Identify different demonstrations/application of understanding Classroom lessons/demo- Lessons/ Co- Teaching and/or Peer observation/reflection Professional Readings and Attending Inservices Grade 3 Teachers District and/or Provincial In- services; Webinars, Best Writing/Graphic Organizers Practices D. Graves; Stephanie Harvey; Debbie Miller: Choice Literacy, Regie Routman, Garfield Gini- Newman: Creating Thinking Classrooms and In- service in fall Academic Vocabulary/Word Bank Grade 3 /LA/ELL Teachers/EAs Marzano; Gini Rojas; Adrienne Gear; Patricia Cunnigham Graphic Organizers and targeted writing lessons Grade 3 Teachers Scholastics Education and PM Writing Program Technology Representation: Pic Collage; Haiku Deck; Glogster; Keynote and other Apps Grade 3 and Technology/LA/ELL Teachers/EAs District Curriculum and Technology Helping Teachers

4 Progress and Impact (How do you know?) Some activities undertaken this school year ( ) to provide opportunities for students to demonstrate their learning in creative and differentiated ways: use of ipads (Adobe Voice, usually) to create slideshow projects of fractions and geometric shapes applied fraction, data, geometric and place value knowledge by creating paper fraction pizzas to tie the concept to real world situations, using of candy manipulatives to create data which represents parts of a whole; use of tangrams and art projects to demonstrate understanding of geometric shapes and concepts; exploring, constructing and deconstructing numbers using place value manipulatives utilized various SmartBoard lessons with manipulative pieces engage students interactively with place value concepts and show their understanding incorporated various BrainPOP videos to introduce, extend and challenge learning in all math strands (also quizzes at the end of each video) singing songs to help students learn, memorize and internalize knowledge of math skills multimodal ways of teaching, demonstrating and recording students understanding of multiplication and division assessing methods that offered students multiple ways to show their learning (i.e. not just memorizing facts, but demonstrating and explaining with pictures, diagrams, related equations, words, etc.) Future Direction for School Year: Returning to a writing goal, as the data suggests strongly that our students need support in this area, particularly with respect to grammar and mechanics. Ø Student dialogue explaining their writing for the given learning targets and how they chose their topic, information and presentation format as well as critically reviewing writing based on a given criteria Ø Provide targeted writing lessons in whole class and mini- lesson formats Ø Incorporate critical thinking lessons to further develop students higher level thinking Assessment: Use of Provincial Quick Scale to assess student s learning: Formative and Summative Assessment Student s term summative mark for each math learning outcome on report cards Grade 3 Writes results Investigate new writing assessment tools Classroom observation and assessment of student s demonstration of writing skills and independent writing tasks Parent Connection: Through newsletter or in- services share the developmental process of writing and ways to support children s writing at home

5 Strategic Plan Connections: Explain how your school goal aligns with any of the strands from the District s Strategic Plan, the Elementary Operation Plan and/or the Aboriginal Enhancement Agreement. Connections to the District Strategic Plan Excellence in teaching Excellence in leadership Flexibility & access to programs / services Ethical & innovative use of technology Parental & community engagement Connections to the Elementary Operational Plan Excellence in Teaching: Comprehensive Early Learning Plan. Excellence in Leadership: 3 Competencies, Balanced Assessment RTI and Student Engagement. Programs that support Social and Emotional Learning. Parental and Community Engagement in Schools. Learning Environments: Outdoor Learning, Nature K. Connections to the Aboriginal Enhancement Agreement. Increase student pride Increase reading scores Increase sense of belonging Increase graduation rates - Use and further develop Best Practices around teaching developmental writing - Personal Portfolio and Journal to document growth, thinking and application of writing learning outcomes; I Can Statements - Application of writing outcomes using technology: ipad Apps: Haiku Deck; Glogster; Comic Life, Keynote etc. Home- School- Student Connections: - Newsletters & Classroom /Websites: writing strategies for parents and students; ipad photos & documentations - Communication of learning goal and explanation of chosen writing applications - Student published work and showcase - Reflection on Learning & Writing Achievement: compare and analyze writing pieces - Workshops for parents South Poplar Connection - Use of ipad and Apps to further develop and/or extend students writing applications and competencies - Teacher teams will explore applying for an IBLT grant - Teacher teams will collaborate and share out at PLC Collaboration time and staff meetings - All teachers are members of this Writing PLC that drives the this goal - Staff will participate in Professional Development to further develop an support their understanding while improving student achievement in writing - Teacher teams will develop common essential learning outcomes/strategies, vocabulary and assessment practices - Incorporate Aboriginal teaching and/or connections in lessons - Provide small group instruction during Guided Writing: Demo Lesson/RTI - Use a variety of Aboriginal Writing/Texts/Books and materials that connect to Aboriginal Culture - Continual positive feedback to all students - Connect and utilize cultural awareness and experience to determine common understandings - Promote and Develop Self- Evaluation skills to further develop independent writing skills and abilities