school development plan - brandon school division€¦ · the school development plan provides for...

GREEN ACRES SCHOOL

335 QUEENS AVENUE EAST BRANDON MB R7A 2B9

PHONE: 729-3265 FAX: 729-0345 E-MAIL: www.brandonsd.mb.ca/green_acres

Principal: Mr. Craig Manson

Working Together as a Caring Community

Brandon School Division

2011-2014

Quality Education for All

School Development Plan

Green Acres School School Development Plan

2011 - 2014

C O N T E N T S

I. Introductory Message from Principal and Parent Council President

II. School Profile

A. Our School B. Programs and Services C. Student Assessment D. Positive School Climate E. School Development Plan F. Staff Development G. Student Involvement H. Parental Involvement I. For More Information

III. Mission and Vision Statements – web style

IV. Action Plans for 2011-2014

A. The Arts B. Literacy C. Social & Emotional Well Being

V. Official Signatures

I. INTRODUCTION

Green Acres School

335 Queens Avenue East Brandon, Manitoba

R7A 2B9

School Development Plan 2011 - 2014

The School Development Plan provides for the development and growth of a school’s quality of instruction and learning opportunities for all students. The main purpose is to affect the improvement of student achievement. The development of this school plan has taken into account the learning needs of our students and the characteristics of our students, school, and community. The 2011 – 2014 school plan was developed through input from each of the following:

• Brandon School Division Vision and Mission Statement • Divisional Strategic Plan for 2011 – 2014 • Annual school goal setting activity with the staff • Green Acres School Parent Council • Student assessment results (school-based, divisional, and provincial assessments)

Principal: Craig Manson Parent Council President: Heather Osterbeck

Green Acres School 2011/2014

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II. SCHOOL PROFILE

Working Together as a Caring Community The mission of the Green Acres School Community is to work together to provide quality education to help each student in developing his/her individual academic, social, emotional, and physical potential.

2011/2014 - School Profile Green Acres School 335 Queens Avenue East Brandon, Manitoba R7A 2B9 Phone: 729-3265 Fax: 729-0345 www.brandonsd.mb.ca/green_acres A. Our School Green Acres School is an English program K-8 multilevel school located in the southeast area of Brandon known as Green Acres. Our catchment area boundaries are 1st Street to the West, the C.N.R. train tracks to the North, the Industrial Park to the East, and Richmond Ave. to the South. This community area, developed primarily in the late 1950s and early 1960s, features mainly one-story bungalow-type housing. At the north end of our catchment area there are two neighbourhoods of subsidized housing. Both of these areas have Manitoba Housing duplex or four-plex units, and DOTC (Dakota Ojibway Tribal Council) housing, with a total of 43 units. Approximately 25% of our students live in these housing units. Construction of the school began in 1962 but was not completed until late 1963. The official school opening was on April 15, 1964. The building structure is unique for a school in that it is of steel construction, built on a concrete slab. There is no basement or crawl space. When it was originally built the school had a gym and 13 classrooms. The school now has a library, a music room, and a resource room made from converted classrooms. Upgrading the library collection and redevelopment of the library into a learning resources/media center began in 2002, and continues. In 2010, new steel roof beams were installed along with a completely new roof and new ceiling for the entire building.

At present, there are 181 students (8 classes) from 115 families attending our school. Our students mainly come from the Green Acres area. There are no bus students. A parent-run lunch program was started in February of 2005. The “Y” Before and After school program began in the fall of 2009. The school’s professional staff of 12.73 FTE include a 1.0 principal, .5 resource teacher, .5 counsellor, .5 reading recovery teacher, .25 teacher librarian, .5 physical education teacher, .375 music teacher, .5 literacy support, .5 HALEP, .5 EAL and 8 classroom teachers. Five educational assistants work with the resource and classroom teachers to provide support to students. The staff also includes an administrative assistant, a custodian, and a 2.5 h/day home-school liaison worker.


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It should be noted that Green Acres is a scent, fish, shell fish and nut safer school. We encourage students, staff, parents, and visitors to refrain from wearing colognes, perfumes, after-shave products, lotions, powders, aerosol deodorants, hairsprays, and other aerosol and highly scented products. Highly scented fabric softeners/detergents are encouraged not to be used. Such fragrances can adversely affect the health of individuals with certain medical conditions such as asthma, allergies, and migraine headaches. As well, we ask parents to please refrain from sending any food items that contain nuts, fish, and shell fish. B. Programs and Services Green Acres School offers the regular English K-8 multilevel program following Manitoba Education and Training guidelines. Reading Recovery (for multilevel 1 and 2), resource help, and counselling are available for at-risk students. We have access to all of Brandon School Division’s Student Support Services (e.g. Divisional Psychologist, Social Worker, Speech and Language Pathologist, Aboriginal Counsellor). The resource teacher helps classroom teachers to develop appropriate learning opportunities so that all students are taught in a way that allows them to be successful and interested in learning in an inclusive classroom atmosphere. Specific small group or individual intervention is provided as needed (e.g. phonemic awareness, reading skills). Individual education plans (I.E.P.s) are developed for children with special needs. Our multilevel kindergarten program is a daily half-day program (mornings). Basic French is taught 40 minutes per day in multilevels 4 to 6. Computer use is integrated into programming at each multilevel. Specialist teachers teach music, physical education, HALEP, Literacy Support, and EAL. With the addition of the 7’s & 8’s, band or art, French or a school based program is offered as options. Also, 8 extra curricular sporting teams are fielded ie) boys & girls basketball teams, boys & girls volleyball teams, boys & girls badminton teams, and boys & girls golf teams. The 7’s take Home Economics and the 8’s take Industrial Arts. There also are interschool cross-country running, soccer, and track and field activities. There are occasional assemblies and a lively Christmas concert. Our students take part in the Divisional Oratorical Contest, the Science Fair, Historica Event, and the Brandon Music/Speech Festival. Multilevel 5 and 6 students have the opportunity to volunteer to be school patrols.

• Nutrition

Green Acres promotes the “Manitoba School Nutrition Handbook” and “Eating Well With Canada’s Food Guide”. We have distributed, “The Quick Food Guide”, depicting the 4 food groups, to all students and families. Our parent-run lunch room has 2 large posters on display of the “The Quick Food Guide” plus 2 copies of the “Manitoba School Nutrition Handbook”. Also, we have a nutritional information display in the front foyer.

In addition, Green Acres is a “Nut, Fish and Shell Fish Safer School”. We, to the best of our ability, do not permit nut, peanut, nor coconut products to enter the school. A list of peanut and nut free snacks and lunches are sent home annually with the students.

A. Our School continued


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Student assessment is ongoing throughout the school year based on Reporting on Student Progress and Achievement (Manitoba Education and Training, 1997) and the Division’s Instructional Cycle model. Information is provided to students and their parents about how well they are doing in relation to curricular student learning outcomes and what they need to do to develop further and to improve. Two types of assessments occur:

• Formative Assessment: Teacher observation, guided classroom practice, rubrics, rating scales, goal setting/self assessment, daily work and assignments, projects, quizzes, tests, and formal diagnostic assessments (e.g. reading and spelling level). Teachers monitor student progress, identify group or individual programming needs, and plan instruction accordingly. Teachers maintain a Learner Profile for each student to document student growth and development in reading and writing. The Learner Profile, designed to show growth over time, is cumulative and is passed on to the next year’s teacher. The Divisional Multilevel 3 (writing), Multilevel 5 and 7 Literacy and Numeracy assessments are annually administered.

• Summative Assessment: Anecdotal records of observations and assessments, student

products, and testing, provide the basis for formal reports about student performance. Results reflect student-learning outcomes as established by the province.

Report cards are sent home three times a year (November, March, and June). Report cards contain two separate components: a) Information on academic progress and achievement for subject areas. b) comments or check lists on attitude, effort, behaviour, and work habits. Student-Centered Conferences are held twice a year, in November and March. Each student has a portfolio of work that they share with their family during a Celebration of Learning event held in November and March, just before report cards are sent home. Provincial Assessments Since the fall of 2001, the compulsory Multilevel Three Provincial Student Assessment Program has been completed annually to determine student development in the critical competencies of reading, reflection, oral reading skills and strategies, comprehension, and numeracy. Since 2010, the numeracy assessment is comprised of 4 competencies, 2 for algebraic reasoning and 2 for numerals. The 7’s have a February Math assessment and student engagement analysis. The 8’s have a February reading and expository writing assessments. EDI In January 2003, all schools in Brandon School Division began participation in the Provincial Early Development Instrument Assessment Program for Kindergarten. The purpose of this assessment is to determine the level of readiness-to-learn skills that each student has in the areas of physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge. Every second February, our kindergarten teacher completes a developmental profile for each student in her class. A summative profile of the class is returned to the school. These results help us to better understand the background and instructional needs of the class.

C. Student Assessment


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Divisional Assessments Each fall the Multilevel 3’s are assessed in writing. Beginning in 2004, Divisional Literacy and Numeracy assessments were administered to all multilevel five students in the Brandon School Division. The results of these formative assessments were used by the teachers to plan instructional strategies. The Divisional Literacy and Numeracy assessments have again been administered for this school year ie) Sept/10. Each fall the Multilevel 7’s are assessed in Literacy and Numeracy. D. Positive School Climate It is an expectation of the school division that a school is to be a safe place for teaching and learning. To this end, we have developed a set of behavioural expectations that are posted throughout the school.

Green Acres School Code of Student Conduct

Students at Green Acres School are expected to: Be respectful

Be kind Help others

Be safe Keep hands and feet to yourself

Be on time Work and walk quietly

When problems arise, talk them out Unacceptable conduct includes such inappropriate behaviours as physical and verbal assault, threats, ongoing bullying, defiance, disturbing the learning environment, theft, and damage to property. The range of consequences and interventions to be applied are outlined in the Brandon School Division’s Code of Student Conduct Policy. These range from meeting with parents, conflict resolution, restitution, Individualized Behaviour Plans, small group and whole class programming (e.g. bullying), and involvement of clinical services, to detention and suspension. It is our goal to continue to develop and to maintain a safe and respectful learning environment. It is our intent to be fair and consistent, and to provide appropriate social skill guidance as required. The school staff continues to provide a variety of encouragements and positive reinforcements for appropriate social and academic behaviour. Each class is involved with another class in activities (e.g. reading buddies), The Kiwanis Terrific Kid Program, and assemblies are held to foster a sense of community. To promote the safety and well-being of our students, patrols are on duty at arrival and dismissal times at the intersection in front of the school, and at the intersection at Queens Avenue and Elderwood. During recesses, two staff members are outside on playground duty. During class time we operate under “primary access” where all of the entrances to the school are locked except the main doors by the office.

C. Student Assessment (continued)


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E. School Development Plan Our foundational statements include mission and vision statements and a set of learning beliefs that were all revised in 2004 through the involvement of parents, staff, and all of the students.


The mission of the Green Acres School Community is to work together to provide quality education to help each student in developing his/her individual academic, social, emotional, and physical potential. Vision: Our aim is to work together as a respectful community to encourage and develop an awareness of self and others within a safe and positive learning environment that is based on a foundation of good teaching. Green Acres School Learning Beliefs

1. You learn by doing. 2. Environment affects learning. 3. Use the senses – look, listen, touch, feel, and move. 4. Motivation enhances learning. 5. Reinforcement affects learning. 6. There are different styles of learning. 7. Learning is life-long. 8. Learning is developmental. 9. We all have something to bring to the learning environment.

School Development Plan Process • In May/11, the entire staff met for the day to discuss the school plan for 2011/2014. The Divisional

Strategic Plan and goals for 2011 to 2014 were discussed. • Annually gather demographic statistics about our students and families. (September 30) • Annual staff analysis and dialogue regarding multilevel 3 provincial assessment results and multilevel

five divisional assessments. (October & November) • The final draft of the 2011/2014 school plan and goals was submitted to the Superintendents’

Department on October 14, 2011. School Goal Areas for 2011/2014 The ultimate purpose of our activity is the enhancement of student achievement and learning. To this end, we have developed goals and action plans in the following areas, based on identified school -wide need and the Divisional Strategic Plan. While the goals are intended to benefit all of the students as a whole, there are actions within each goal area that are intended to improve the well being and skill levels of our at-risk/low performing students.

1. The Arts – to develop positive and supportive relationships among students, teachers, and the school community by becoming involved in creating, performing, and responding to works of art.


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2. Literacy – to become aware of each student’s personality, learning preference, learning styles,

and research strategies for teaching and learning.

3. Social & Emotional Well Being – to introduce and implement, “The Strong Kids Program”, a social and emotional learning curriculum at various levels.

A detailed outline of the action plan (benchmarks, outcomes, measures, implementation actions, timelines, and roles and responsibilities) for goals 1, 2 and 3 is appended to this document.

F. Staff Development Annually, in the fall, staff prepares professional development or growth/work plans to guide their work and growth throughout the year. These plans are based on school goal areas, the Divisional Strategic Plan, and the Division’s eight Standards of Excellence in Teaching and Learning. The growth plan areas for 2011-2014 include literacy and social emotional well being. Staff needs are addressed through such means as school-based and Divisional workshops and training sessions, individual attendance at in-services/conferences, readings, visitations, work/dialogue with a colleague, and classroom-based projects. G. Student Involvement To promote responsibility, student involvement in decision-making is encouraged at the classroom level. This may include input for class procedures, assessment/evaluation, assignment choices, class meetings, and providing feedback to the teacher.

E. School Development Plan (continued)


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H. Parental Involvement At Green Acres School we believe that parents, staff, and students are partners in learning and that success lies within cooperation, respect, and communication. Parents and community members are always welcome at our school. They are invited to come and work along with us. We are fortunate to have many volunteers who help with vision and hearing screening; transporting students; library work; classroom work; supervising on trips; and working at sports days. Green Acres School has always had a very active and supportive Parent Council. The present Green Acres School Parent Council meets eight times during the school year. The Council has, as its primary purpose, the enhancement of the quality of education for the children of Green Acres School. It is involved in all aspects of school life. In the past, it has organized information nights, craft nights for students, family dances, spirit days, and fund-raising activities. It sponsors field trips and special school events. Many books have been purchased for the students through the efforts of the parent council. Purposes of the Parent Council:

• The Green Acres Parent Council has as its primary purpose, the enhancement of the quality of the education for the children of Green Acres School.

• To provide funds for the purchase of equipment not normally provided by the school division. • To act as a liaison between the community and Green Acres School.

The Green Up Committee of the Parent Group received grant money and began a long-term beautification project of our school grounds. Large planters, along with benches, trees, picnic tables, and an outdoor rock classroom have been added to the playground. A successful parent run lunch program has been in existence since February/05. Communication A monthly newsletter, including a calendar and a list of events, is sent home at the beginning of each month. Letters, notices, field trip permission slips, and other forms of communication are usually sent home early in the week. Families new to the school are given a school handbook. Report cards are sent home three times a year (November, March, and June). Student-Centered Conferences are held twice a year, in November and in March, for all students in the school. There is a daily callback program for checking student absentees. Also, our school website includes an events calendar, monthly newsletters, staff listing, teacher pages, parent page with Parent Council information, information for resources available in the community, and access to the Brandon School Division website. Information on our school website is updated monthly.


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I. For More Information

Please contact: Mr. Craig Manson, Principal School Phone: (204) 729-3266 [email protected] Fax: (204) 729-0345 Green Acres School Parent Council Heather Osterbeck, President School Phone: (204) 729-3265 Brandon School Division Phone: (204) 729-3100 1031 – 6th Street, Brandon, MB R7A 4K5 Fax: (204) 727-2217 The following documents are also available from the school: • Green Acres School Handbook • Volunteer Handbook • Green Acres School Code of

Student Conduct • School Division Policy Handbook • Brandon School Division Code

Of Student Conduct • Green Acres Emergency

Procedure Pamphlet

III. MISSION AND VISION STATEMENTS

Green Acres School


Mission The mission of the Green Acres School Community is to work together to provide quality education to help

each student in developing his/her individual academic, social, emotional, and physical potential.

Vision Our aim is to work together as a respectful community to encourage and develop an awareness of self and

others within a safe and positive learning environment that is based on a foundation of good teaching.

Good teaching for learning… inspiring challenging developmental respectful individualized creative fun and memorable special events/projects involves students connects to real life builds character

As a community…

welcoming friendly caring work together

support each other mutual respect politeness

promote school spirit share ideas

listen to others value differences

Physically…

appealing clean

comfortable safe

spacious allows for activity

Believing in self…

self-esteem security to take risks

feeling safe daring to be different

accepting responsibility

Our Vision for

Green Acres School


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IV. ACTION PLANS A. GREEN ACRES SCHOOL ACTION PLAN 2011 - 2014 ACTION PLAN AREA: The Arts

GOAL STATEMENT: To develop positive and supportive relationships among students, teachers, and the school community by becoming involved in creating, performing, and responding to various works of art.

RELATIONSHIP TO DIVISIONAL STRATEGIC GOAL(S): Quality Teaching Quality Learning Quality Support Services

Benchmarks for Current Starting Point

Benchmarks for Expected

Results (Outcomes)

Measures to Determine Degree of Benchmark

Results

Actions Required to Achieve Expected Results

Specific Timelines Roles & Responsibilities

What results do we have now?

What results do we want?

How will we know? What do we need to do? When will we do it? Who will do what?

• Report Card Results • Monthly attendance

summaries compared to year end summary for 2010-2011

• Pre and Post Family Arts

Survey

• Pre and Post Staff Arts Survey

• Total office referrals for

student behavior as compared to 2010-2011

• Increased growth in student achievement

• Increased attendance

• Increase awareness and appreciation of multiple arts

• Increased infusion

of arts into teaching practices across the curricula

• Decrease in total

office referrals for student behavior

• Through class profile meetings and formal assessment periods, teachers will share student growth

• Monthly attendance

summary comparisons

• October and May survey

• October and May

survey • Comparison of office

referrals for behaviour

• Generate a list of available resources in school and the community

• Order book “Third

Space When Learning Matters” and “Critical Evidence: How the Arts Benefit Student Achievement”

• Seek out and attend

professional development opportunities related to the arts

• Invite guests “experts” to

provide experiences in the arts for students

• Organize an “Artist in

the School” activity • Monthly updates in the

newsletter

• October • September

• Ongoing throughout the year

• Ongoing throughout the

year

• March – pending

“Artist in the School” application

• Monthly

• Librarian/Arts Committee

• Librarian

• Individual/Team of

staff members

• Individual classroom teachers

• Art in the School organizer

• Arts Committee and

staff

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IV. ACTION PLANS A. continued GREEN ACRES SCHOOL ACTION PLAN 2011 - 2014 ACTION PLAN AREA: The Arts



Results (Outcomes)


Results






• Year end Open House

for students to share their gift of art(s)

• Resource area for arts

resources • Art display area at front

entrance of school • Add two large bulletin

boards in front hallway • Three times a year, host

student led celebration assemblies where students perform for peers, staff, and community members

• April 2011

• October 2011

• Ongoing throughout the

year • September

Once per term. (Each staff member will sign up for one celebration assemble)

• Arts Committee and

staff

• Librarian • All staff • Principal and

custodian

All staff

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IV. ACTION PLANS B. GREEN ACRES SCHOOL ACTION PLAN 2011-2014 ACTION PLAN AREA: Literacy GOAL STATEMENT: To become aware of students’ learning preference and learning style, so as to research strategies for teaching and learning. RELATIONSHIP TO DIVISIONAL STRATEGIC GOAL(S): Quality Teaching Quality Learning Quality Support Services



Results (Outcomes)


Results






LITERACY (Multilevel 3) • Multilevel 3 writing

assessment results for the fall of 2010 were at 54 which is above the BSD mean of 50.

• Writing scores were as follows:

Ideas 50.9 Organization 56.5 Word Choice 57.1 Sent. Fluency 52.3 Conventions 53.7 Writing Total 54.0

• A 2-3 point increase

in all areas of the writing assessment results at the Multilevel 3 level.

• Multilevel 3 fall

writing assessment results.

• Use indicators to discover

students’: 1. Learning Preferences 2. Learning Styles

• Research strategies to help students tap in on their strengths.

• Over a 3 year period

• Craig Manson will

coordinate with the entire staff being involved.

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IV. ACTION PLANS B. continued GREEN ACRES SCHOOL ACTION PLAN 2011 - 2014 ACTION PLAN AREA: Literacy



Results (Outcomes)


Results






• Multilevel 3 reading

comprehension results for the fall of 2010 were 53.4 which is above the BSD mean.

LITERACY (Multilevel 5) • Multilevel 5 writing results

for the fall of 2010 were 54.3 which is above the BSD mean of 50.

• Writing scores were as follows:

Reader Understanding 52.6 Word Choice 56.8 Spelling & Grammar 53.8 Total Writing 54.3


in the comprehension results.

• A 2-3 point increase in all areas of the writing assessment results at the Multilevel 5 level.


comprehension results.


writing assessment results.

• Use indicators to

discover students’:

1. Learning Preferences 2. Learning Styles

• Research strategies to help students “tap in” on their strengths.




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IV. ACTION PLANS B. continued GREEN ACRES SCHOOL ACTION PLAN 2011 - 2014 ACTION PLAN AREA: Literacy



Results (Outcomes)


Results







comprehension results for the fall of 2010 were 51.0 which is slightly above the BSD mean.

LITERACY (Multilevel 7) • Multilevel 7 writing results

for the fall of 2010 were 47.1 which is slightly below the BSD mean of 50.

• Writing scores were as

follows:

Reader Understanding 42.1 Word Choice 50.6 Spelling & Grammar 48.7 Total Writing 47.1


comprehension results for fall of 2010 were 47.0 which is below the BSD.


in the comprehension result.

• A 3 to 4 point increase in comprehension results.

• A 3 to 4 point

increase in comprehension results.

• Multilevel 5 fall comprehension results.





• Use indicators to discover

students’: 1. Learning Preferences 2. Learning Styles

• Research strategies to help students tap in on their strengths.




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IV. ACTION PLANS C. GREEN ACRES SCHOOL ACTION PLAN 2011-2014 ACTION PLAN AREA: Social & Emotional Well Being GOAL STATEMENT: To introduce and implement, “The Strong Kids Program”, a social and emotional learning curriculum. RELATIONSHIP TO DIVISIONAL STRATEGIC GOAL(S): Quality Teaching Quality Learning Quality Support Services



Results (Outcomes)


Results






• Lions Quest “Working it

Out”, kits and training for existing staff (K-6). Areas of the program:

1) Different Points of View 2) Feelings 3) Constructive Conversation 4) Consequences 5) Dealing with Anger 6) Bullying 7) Respecting Diversity 8) Resolving Conflicts

• Keep office visits

and suspensions to a minimum.

• Record keeping of

office visits and suspensions.

• Compare pre and post

assessments.

• Expand on Lions quest

program with the introduction of the K-8 program called, “Strong Kids”, a social/emotional program on how to cope with feelings and emotions and corrective behavior to be taken.

• Create a school team.

• Create an implementation

plan with at least a .5 PD day prior to pre assessment.

• Distribute print material

for the program.

• Launch program.

• Program would be implemented at various levels over a 2.5 year period.

• Throughout the school

year.

• Sept/11

• Oct/11

• Nov/11

• Jan/11

• Darren Kirk,

Counsellor

• Entire K-8 Teaching Staff

• Darren Kirk

(Counsellor) Barb Howe (Social Worker) Stephane Touzin (Psychologist)

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V. OFFICIAL SIGNATURES

Green Acres School School Development Plan

2011 – 2014

This plan is submitted according to the requirements of

Brandon School Division

and

Manitoba Education, Citizenship and Youth

October 14, 2011

Craig Manson, Principal Heather Osterbeck, Past President Green Acres School Green Acres Parent Council

school development plan - brandon school division€¦ · the school development plan provides for...

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