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BLEWETT ELEMENTARYSchool Improvement Plan

“Capable young people

thriving in a rapidly changing

world”- Ministry of

Education, 2015

A school improvement plan is the articulation of the collective commitment of each school community to meet the changing needs of its learners, collaboratively aligning its resources, staffing, structures and facilities to create rich learning environments that improve learning for all students. The school improvement plan is based on a dynamic inquiry model, recognizing that deep growth in a system occurs over time and through continuous reflection.

Collaborative Inquiry Cycle

Creativity and Imagination Academic Success Citizenship Resilience

BLEWETT ELEMENTARYCelebrations. . .


As a school community, what are you celebrating in student learning and leadership and adult learning and leadership? Please share 1-5 ideas for us to celebrate!

- Utilizing our computer and Ipad carts more often- More experience with inquiry based learning- Blended learning opportunities (math)- Celebrating our motto of “A Place For Everyone”- ‘Outside Classroom’ experiences 30 minutes of activity outside for 30 days- Using our Gazebo as another classroom- Parents organizing “Spring Activities” – Mt. Biking, bouldering, dance etc.- Coaching/Buddy time – students like multiage groups – benefits to both

classes- MANDT course- Aboriginal Blanket Exercise- Collaborative Curriculum time

Learning Opportunities

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BLEWETT ELEMENTARYReflect . . .Create . . .


How has your school moved forward with your goals? After your first year of the plan, please share evidence that might include:

- Teacher learning- School structural shifts- Strategies worked on- Beginning evidence of impact on students

Findings from 2015/2016

1. Teacher Observation – teachers observed over the year that students continue to need to work on conventions and style. Even though we experienced growth in writing overall there our goal was to have more meeting or exceeding. We hope to move more to exceeding. In our second goal – we basically have a baseline now of behaviors reported to parents from the principal. Next year after we reintroduce our “RULES” to existing and new students we will track the above as well as students referred to the office.

2. FSA – this year – we noticed that our own evaluation of our students at the Grade 4 level using the performance standards was very close to the FSA results this year.

3. Technology – this year our Learning Support teacher introduced teachers to a number of apps on the Ipads that would help students write or help them find a different way to represent their writing.

4. Code of Conduct – we have now updated our Code of Conduct and shared with parents. Everyone had a part in the creation of our Positive Behavior acronym “RULES” and we are starting to use consistent language and we hope parents too.

5. We have learned that for our writing goal – we need to tighten up our school wide write and we need to mark together. We are going to collect exemplars this next year so children have some comparison and we will be creating portfolios for student work.

6. Teachers did some collaborative work around the new curriculum. In pairs, they looked at the learning outcomes, assessment tools and the aboriginal connection.

Summary of Evidence and Rationale

Moving into Year 2, please restate your goals with any edits/revisions based on your conversation around the evidence you have collected.

Goal 1 (core literacy):

To improve overall writing performance especially in conventions and style.

“Can teaching students different ways to represent their writing – including innovative and traditional methods – contribute to more students meeting or exceeding expectations using the Performance Standards for Writing?”

Rationale:

- Teacher observation – need to work on conventions and style- Want to create portfolios to track student growth over time- Need to do a school wide write – same topic – provide exemplars to help students evaluate their own

work- Consistently use the Performance standards- Use kid friendly rubrics - FSA results – improved but room for more improvement- Ongoing learning about new apps for writing- New curriculum information

Goal 2 (deeper learning, development of rich learning environments):

To develop a new Code of Conduct and understanding of student behaviour expectations in and out of school.

“Will involving students in the creation of a new Code of Conduct result in students becoming more socially and globally responsible?”

Rationale:

- we want to continue because we really just finished introducing this to the students- we continue to be involved in the District PBIS initiative- we want to decrease our overall visits to the office- now that we have introduced to parents – we hope to see everyone using the same language- we need to work on student understanding of behaviour expectations

School Goals

BLEWETT ELEMENTARYAct . . .


Identify the instructional strategies and actions that are specifically tied to desired student results, for the next two years. Consider the role of students, parents and staff in the creation and ownership of strategies, as well as the role of professional learning and collaboration.

Goal #1

- Teach the different forms of writing e.g. persuasive/poetry/storywriting narrative/writing to an audience/real life application etc.- writing – with a bigger lens on conventions and style

- Teach different ways to represent e.g. using technology/orally/drama- Model writing – build stories together- Develop clear criteria together with students- Consistently share learning intentions- Develop self/peer assessments- Give descriptive feedback – orally and written- ProD and tech support for writing apps – staff meetings and other ProD opportunities – get a guest speaker next year- Share ideas and go into each others classrooms – peer mentoring- Resource sharing – e.g. Writing Traits/Adrienne Gear/Daily Five- Look into author visits – like Cyndi Sand-Eveland and others – take advantage of author events (Eric Wilson)- ProD – Bev Kanda/Susan Augustyn- Share goal and strategies with parents – create a bulletin board of writing for each class – for parents to view- Create writing portfolios that travel with the students from year to year- Put samples of writing on the website and in the newsletter- Bring personal writing resources to first staff meeting- Afterschool school wide marking sessions- Continue to share at staff meetings- Put writing ideas in newsletter that kids/parents can do at home

Goal #2

- Consistent assemblies to promote “Blewett RULES” – introduce each letter and meaning again in the fall- Visuals put up around the school to remind of expectations – signs even outside – pictures of students too- Create a matrix of expectations – send home to parents and share with all staff as below – done but will repeat- Share playground expectations sheet with staff/parents/TTOC’s/EA replacements - ongoing- Use Technology and students to create short videos to show expectations being followed out- Create a “yellow bench” – a friendship bench- Everyone including parents use consistent language e.g. safe or not? Respectful or not? Learning or not?- Capture students using expectations and display on school TV- add the RULES graphic to our newsletter- Do assessments over time to check for understanding of expectations and consistent language- Develop a jingle for RULES- Principal to track more behavior issues- Continue to track social responsibility for students Fall and Spring

Strategies and Actions

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As a school community, how did your celebrations/communication with parents go over the year with regards to your goals? How do you ensure your growth plan process is alive and embedded in your school culture?

GOAL #1

- We didn’t get to creating a baseline but we will in Sept. Then share with parents and revisit at our staff meetings

- We did use our data to confirm our need to continue with our goals as is – will do a school wide write and marking and share info with parents

- Information about our goals was shared in our newsletter and at PAC meetings

- We will create students portfolios to celebrate students writing and other learning – these will be moved on from class to class

- We checked in at staff meetings to assess growth and need

GOAL #2

- Social responsibility scales were shared with parents at each reporting period

- A ‘RULES’ bulletin board was in the hallway- We checked in at staff meetings- Our assemblies were student led and some parents attended- We sent home our matrix of students expectations and our new code of

conduct- We will revisit in the fall- Principal shared at PAC meetings

Celebrations

BLEWETT ELEMENTARYMeasure . .


How will you collect evidence over the next year? Staff capacity building? Parent capacity building? Student learning?

Goal #1

- Develop kid friendly/staff friendly rubrics- Writing samples in portfolios- Develop exemplars for writing- Staff meeting information sharing- Author visits- School wide write and marking- Peer visits- Parents – ideas in the newsletter about how they can help- FSA results- Share overall writing outcomes for the year with parents – where we have

been and where we want to go

Goal #2

- Revisit all information about RULES and our matrix of student behavior expectations

- Continue with baseline of office visits and information home about individual student behavior

- Social responsibility rubric completed Fall and Spring and shared with parents on report cards

- Put up pictures around the school of the ‘right’ thing to do and on our TV.- Put up a bulletin board of information to share with parents, students and

community

Measurement Process

BLEWETT ELEMENTARYConnect . . .


How are you connecting within your ‘Family of Schools’ to enrich your learning opportunities and/or to collectively move your plan forward?

- Invite other staffs to events – we invited the Rosemont staff and the senior leadership to join us in our Aboriginal Blanket exercise

- Research teachers using different writing models and have staff go to visit- Utilize the KLTF visitation opportunity - Visit schools using the PBIS model - Share our Growth Plan with others and look for opportunities for wider

engagement

Consider alignment – How can your school plan support your:

Aboriginal Education Plan – we will consider having an Aboriginal writer come to present to students and staff/try to include writing when preparing lessons on Aboriginal topics/Aboriginal presenters or mentors will be given information on our School goal so they can plan accordingly.

Healthy Schools Plan – being able to self-regulate and be resilient creates a healthier environment for everyone.

‘Mobile Shift’ Plan – continuing with our plan to incorporate technology into learning and different ways to represent learning.

School Based Planning Days – we will use one of our school based planning days to work on our school growth plan. The other will be used by staff members to work on self-directed plans which may include school goal strategies or new curriculum.

Networks and Alignment

BLEWETT ELEMENTARYSchool Plan Contributors. . .


School Planning Council:

Staff:

School Plan Contributors and Signatures

BLEWETT ELEMENTARYOECD Principles of Learning . . .


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BLEWETT ELEMENTARYThe Curriculum Model . . .


BLEWETT ELEMENTARYPlace Conscious Learning

Ideas . . .


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