Serpentine Heights Elementary School LEARNING PLAN

Transcription

1 School District #36 (Surrey) Elementary School LEARNING PLAN September 2010-June

2 SERPENTINE HEIGHTS LEARNING PLAN This is a working document to be revised as needed. Data and strategies will be reviewed annually. Goal #1 Goal #2 To improve students understanding of numeracy To increase the number of students meeting grade level expectations in literacy School Context: Elementary School is located in the Guildford/Fleetwood area of Surrey. With a current enrolment of 381 students, the students at represent 27 different languages; 67% of students speak a language other than English at home. More than fifty percent of our Kindergarten students are considered at risk in reading readiness skills when they start school. As well, we are experiencing an increased number of special needs students who are integrated in the regular classroom with support. This year ( ) we have 17 low incidence/special needs students. We have a supportive parent community who are actively involved in their children s learning. As well, we have powerful team of teachers who continually seek to improve student learning. SOARING TO NEW HEIGHTS 2

3 Goal 1 - NUMERACY Year 1 focus: In we will work to: o Improve students ability to communicate their thinking using common math language o Improve students ability to explain or demonstrate their mathematical thinking o Improve students attitudes and dispositions towards mathematics Year 2 focus: In year we will work to: (Due to teacher job action in , we will focus on year 2 goals) Improve the students ability to use multiple strategies to reach a solution by: o Understand the problem and make a plan o Identify and choose appropriate strategies o Follow through with a plan that has a solution Year 3 focus: In year we will work to: (to be reviewed in September 2013) o Improve the students ability to reason and justify their thinking o To improve the student s ability to connect mathematical ideas to other concepts and real life Why are we doing this? Teachers have noticed that many students struggle with learning the prescribed learning outcomes (PLO s) for numeracy. By grade 7, many students are failing summative tests unless the teachers adapt, modify or break down the tests into smaller pieces. This is also supported by Foundational Skills Assessment (FSA) results, teacher observation and math chapter tests. As a school community, we feel that we are not getting the learning results in numeracy that we would expect from our students. Therefore, we conducted a school-wide survey in September 2010 and found the following: a) Many students do not feel successful learning mathematics b) Many students do not understand common mathematics language c) Many students are unable to explain their thinking or how they got an answer d) Many students do not have the foundational skills or language ability to understand language based problem-solving questions 3

4 As well, teachers are implementing a new mathematics curriculum, Math Focus in grades K-6, and Mathlinks in grade 7. These programs encourage students to develop their own informal methods for solving problems in mathematics, rather than simply learning and solving algorithms. Teachers are committed to further incorporating math manipulatives during instruction, as well as encouraging students to have conversations with each other to deepen their understanding of mathematics. As a staff, we are committed to growing and learning together to create stronger more numerate learners. Action Plan: (checkmark indicates completed) Join the three year District initiative called Making Math Happen, Developing Numeracy through Problem Solving Encourage a strong school Numeracy Team including: primary, intermediate, LST and administration Elect two teachers to act as Math Mentors to go to District in-service and share learning with the staff: Mrs. Chomcy (LST) Mrs. Scotland (gr. 2) & Mrs. Pooni (gr. 5/6) Elect a strong Chair/Co-Chairs to keep us focussed and on track (Mrs. Chomcy) Complete annual pre & post assessments from K-7 using BC Performance Standards for Numeracy - Oral communication strand (some teachers tried this but found it quite onerous and difficult to administer needed 1-1 time) Commit to Professional Development for the Numeracy Project as required (ongoing) Meet regularly with District Math Helping Teacher, Mrs. Shelagh Lim Attend after school and in-service sessions as required (several done at staff meetings) Collaborate regularly with each other to build understanding, plan and share best practises (create time creatively) Purchase math manipulatives, resources and software to support our goal Organize math manipulatives so they are easily accessible to each teacher Encourage greater use of manipulatives 4

5 Offer opportunities for teachers to view excellent math instruction (Marilyn Burns DVD s) We did this once and it was poorly attended will not try again. Continue school-wide implementation of Math Focus and Mathlinks programs Each classroom will have a work wall listing names of math manipulatives and common mathematical terms to build vocabulary and common language Create a bulletin board, Problem of the Month for intermediate and primary students; students will put their answers into a box for a draw at monthly assemblies Implements math journals to incorporate talking and writing about numeracy to deepen understanding (not sure how many teachers did this?) Improve mental math and basics facts in all classrooms Design cooperative math activities with buddy classes Utilize our Math Helping teacher to help us as needed, e.g. demo lessons Ms. Lim attends after-school meetings with teacher leaders Put a Problem of the Month (primary & intermediate) in the SerpenTimes monthly newsletter asking parents to work with their child(ren) to answer the problem; a tear-off will be provided to be submitted for a monthly draw (started out well but seemed to lose steam; parents reluctant to complete newsletter task; stopped) Learner Support Team to investigate Do the Math program to assist students who have difficulty learning the foundational math skills (Visited another school to discuss their implementation of this program. Received this program in its entirety from the District Sept/11. LST implementing with a grade 4 group 2011/12 and now on-going) Continue with Gauss Test for grade 7 s (Canadian Math Competition) Share successes/best practises at staff meetings Use rubrics, anecdotal and other formative assessment tools to inform instruction and differentiate instruction (need more work on this) Provide opportunity for same/similar grade planning, observation and feedback of each other s math lessons (new 2012/13) Apply for an Action Research Project (2012) (Grant approved Oct for $2000) Identify a target group of grade 4 students with similar learning gaps in Math. If we supplement Do the Math (intervention program) with ipad technology, does this strengthen the learning and improve assessment results? Does the use of technology improve student engagement and attitude? Purchase 20 ipads, cart and peripherals ($11,000) Total = cart of 30 Purchase and download quality apps Designate cart for general population; flexible timetabling for maximum usage Start LST module with select learners 5

6 Have select LST learners share their learnings with rest of their division as experts Share key findings with staff at staff meetings and Pro-D We have a.1 teacher on staff who will support teachers in the use of technology Provide release time for teachers to collaborate Provide release time for teachers to visit schools who are using ipads effectively Work together collaboratively to share and explore Work with buddy classes to share knowledge Train student monitors to assist classroom teachers and younger students Share successes at monthly staff meetings and Pro D days Three teachers will attend the SD36 Digital Learning series WHAT EVIDENCE (DATA) ARE YOU PLANNING TO COLLECT? 1) LST Team will conduct Do the Math pre and post assessments 2) Student feedback forms and interviews (Did using ipad technology improve engagement and attitude towards math?) 6

7 Monitoring our Success The following statistics are based on the results from grade 4 & 7 students who write the Foundational Skills Assessment (FSA) every spring 1. FSA Results Meeting or Exceeding Expectations in Numeracy (grade 4) School Year No of students School Feb % Feb % Feb % Feb % Feb % Meeting or Exceeding Expectations in Numeracy (grade 7) School Year No of students School Feb % Feb % Feb % Feb % Feb % 2. Satisfaction Survey Results The percentage of grade 4 & 7 students who answered, Are you getting better at Math? Many times or All the Time Are you getting better at math? No students Gr. 4 No of students Gr / % 29 50% 2008/ % 39 80% 2009/10 X X 32 65% 2010/ % 40 69% 2011/12 n/a due to job action 7

8 3. Report Card Data - Math Number of students meeting or exceeding expectations in Math (Primary), C or higher (Intermediate) on Term 3 report card Grade School June 11 School June 12 School June 13 K 89% 92% 1 91% 90% 2 97% 95% 3 96% 89% 4 83% 77% 5 96% 75% 6 85% 91% 7 86% 77% 4. School Problem Solving Results Each student in grade K-7 will be given a problem to solve at the beginning of the year, and a similar problem at the end of the year. Teachers will use the BC Performance Standards rubric Presentation and Communication strand to assess student learning and to inform their instruction. Number of students able to solve a similar strategy problem in October and then in May 2011 (incomplete due to job action) Grade K No of students Grade Percentage success in Oct Percentage success in May Percentage improvement 8

9 Accomplishments in Numeracy: In Year 2 of the District Project, Making Math Happen Developing Numeracy through Problem Solving Mrs. Chomcy & Mrs. Pooni are our Math Mentors and Co-Chairs Completed annual attitudinal survey K-7 using BC Performance Standards for Numeracy - Presentation and Communication strand Ongoing school-wide staff development Math bulletin board celebrating numeracy Purchased and organized math manipulatives and other Learning Resources Buddy class collaboration Using technology to introduce new math concepts, Interactive dimension attracts attention Implemented Do the Math intervention program - LST (2011/12) Purchased an Adapted Math curriculum / Math Focus Timetabled longer math classes to maximize minutes of teaching/week Use more daily/weekly assessment instead of chapter tests Met with helping teacher to assist in teaching combined classes Show your thinking (keep asking for more) Don t forget the pictorial step for learning math concepts 9

10 Goal #2 - LITERACY Our goal is to increase the number of students meeting the widely held performance expectations for literacy. This year, we are specifically focusing on: explicit teaching of reading strategies, improving students writing skills, and improving students oral language skills. Why are we doing this? The students at represent 27 different languages; 67% of students speak a language other than English at home. Most of our children are coming to school with a first language other than English. Early primary ELPAT scores show that 50% of our Kindergarten students are at risk in reading readiness skills. This is year 3 of this goal, and while we have many successes with our intensive reading program and have strong reading practise, we are a growing school and want to ensure that we maintain all of the gains we have made and continue with this work. We are noticing that writing skills, particularly with boys, is in decline. Action Plan: 1. Kindergarten teachers will annually offer the SPARK program to show parents how to read with their children 2. Continue using Talking Tables to improve students vocabulary and oral language development in all Kindergarten classes 3. Continue to administer ELPAT s assessment to all K children to identify at-risk students 4. Continue to pre and post test reading levels annually, PM Benchmarks for primary and RAD 36 for intermediate students 5. Consistently use the same sight words, First Five Hundred Words in grades 1,2 & 3 6. Annual pre and post assessments of all primary students using PM Benchmarks 10

11 7. Reading instruction will include guided reading in homogeneous groups using PM Benchmarks as the measure 8. LST to continue to use Soar to Success and Early Success for at-risk readers 9. LST team to continue with intensive pullout reading instruction for all primary students up to grade LST team to continue to monitor Intensive Reading program 11. LST team will meet weekly to collaborate and support new teachers in implementation of programs, e.g. Talking Tables, Words Their Way 12. Teachers will promote parental involvement in Home Reading programs 13. Literacy Committee will plan and implement three school-wide special reading activities to promote the love of reading 14. Teacher librarian will promote reading with Author visits, Book Fairs and purchase of popular kids books. 15. Collaborative Inquiry Projects are being undertaken by five teachers with District support (2011/12) 16. The School Literacy Committee will meet monthly to ensure continued implementation of best practises, reminders at staff meetings, to organize schoolwide reading events, e.g. DEAR, Spooky Reading, Come Read With Me, etc. 17. Commitment by primary teachers to implement McCracken spelling in grades 1, Words Their Way in grades 1, 2, and 3, levelled guided reading throughout grades 18. Promote writing skills through paragraph of the week 11

12 Monitoring our Success The following statistics are based on the results from grade 4 & 7 students who write the Foundational Skills Assessment (FSA) every spring 1. FSA Results Meeting or Exceeding Expectations in Reading (grade 4) School Year No of students School Feb % Feb % Feb % Feb % Feb % Meeting or Exceeding Expectations in Reading (grade 7) School Year No of students School Feb % Feb % Feb % Feb % Feb % Feb % 2. Satisfaction Survey Results The percentage of grade 4 & 7 students who answered, Are you getting better at Reading? Many times or All the Time Are you getting better at reading? No students Gr 4 No of students Gr /2012 * * * * 2010/ % 40 69% 2009/2010 X X 32 65% 2008/ % 39 80% 2007/ % 29 50% *not applicable due to job action 12

13 3. Reduce number of students at risk on District s Early Literacy Phonemic Assessment Test Survey (ELPATS) 26/45 or less considered at risk Number of students who continue to receive intensive reading support from LST team (we are in year 4 of this program) This is the same cohort group who were in grade 1 in Years of IR support Year No of students Gr. 1 year Gr 2 year Gr 3 year Gr. 4 year Gr. 5 year No support required Years of IR support Year No of students Gr. 1 year Gr. 2 year Gr 3 year Gr 4 year

14 4. ELPAT SCORES Year No of K s Assesed No at risk (Jan) No still at risk June Percent at risk Retest in Gr. 1 (Nov) Percent still at risk 10/ % * * 11/ % 10 8% 12/13 42 * no data collected due to job action 5. Report Card Data Number of students meeting or exceeding expectations in Language Arts (Primary), C or higher (Intermediate) on Term 3 report card Grade School June 08 School June 09 School June 10 School June 11 School June % 94% 77% 63% 81% 2 73% 78% 87% 84% 75% 3 62% 82% 80% 82% 89% 4 78% 77% 89% 61% 71% 5 67% 85% 85% 75% 69% 6 58% 91% 88% 57% 87% 7 59% 96% 93% 95% 77% 14

15 Accomplishments in Literacy: Actions below are continuing in : Organized and labelled new guided reading resources Purchased new reading resources with primary and intermediate curricular resources Introduced Book Clubs/Noisy Reading/Biography focuses/literature Circles for gr. 4-7 Group students at instructional levels to facilitate comprehension strategies Kindergarten testing ELPATS (Early Learning Phonemic Awareness Test) Benchmarked all Gr. 1-4 students twice yearly Benchmark spreadsheet K-7 now available for whole school to view results RAD (Reading Assessment) Intermediate grades at the beginning and end of school year All students assessed using two School Wide Writes (writing assessment) Three school-wide reading celebrations: Spooky Reading, I Love Reading, Beach Buddies and Books, DEAR Collaborated to create a bookmark using common language for reading strategies Implemented Words Their Way in the intermediate classrooms Guided reading is taking place in more classrooms, more frequently Generated school bookmark so all teachers use common language to teach reading strategies Guided Reading Book Clubs LST Come Read With Me Scheduled library book exchange times Graphic organizers Vocab games / accountability Oral reading to show expression or character s personality, etc. 15

16 SOARING TO NEW HEIGHTS Signatures of School Planning Council: Principal: Vicki Bebbington Parent: Tara Chalmers Teacher: Baljit Pooni Parent: Wendy Shaw Parent: Anna Shields Assistant Superintendent Approval: Alan Jones Date: November 29,