Elementary School Plan for Student Success
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Elementary School Plan for Student Success
Team Members: Rachel Lack, Principal. Rose Greene, Vice Principal. All teaching and support staff. Parent representatives: Nicole
Giesbrecht, Jennifer Rowse, Roxanne Loring, Katie Theissen.
School Context http://dormickpark.abbyschools.ca
Inquiry Question
How can we improve our students reading, and comprehension skills in all k-5 classrooms?
Smart Goal: By May 2021, 80% of our students will be Proficient or Extending in reading. Programming will be structured
using school wide (K-5) common literacy language, explicit instructions with regards to literacy and meeting the needs of all
individuals.
2020 Data (September- December) shows:
Reading:
25.1% Emerging
17.9% Developing
36.1% Proficient
20.8% Extending
Rationale
Grade 3 Imperative: To have every child proficient or extending expectations in Reading by the end of Grade 3.Strategies Leadership/Teamwork Responsibilities Professional Learning and Resources
Tier One Strategies: - K-5 RTI with LSS and ELL Admin: - Janet Mort
All students in Tier 1 support - providing access to professional - Joyful Interventions
receive high-quality, - Literacy Centers development opportunities - CR4YR – continual inquiry and
scientifically based - Daily 5 - providing resources Professional Development
instruction, - Guided Reading - training for staff - Professional Development
differentiated to meet - classroom read-alouds - upgraded PM books (levelled for each - Joyful Literacy- Primary
their needs, and are - reader’s theatre classroom) - PM Benchmark workshops- Whole staff
screened on a periodic - home reading - Co-Teaching workshop- Whole staff
basis to identify - Epic Books Staff: - Comprehension toolkit- Whole staff
struggling learners - sight words - scheduling RTI (with admin support)
who need additional - Audio (Recorded) Books with - assess all student (PM, DIBBLES)
support. equipment (headphones) - Guided Reading groups
- PM Benchmark - Classroom teacher’s assessments to
Strategies used will - Dibbles assessment determine groups
change from grade to - LLC - Immediate descriptive feedback for
grade. - ELL co-teaching student
- LSS co-teaching
- Literacy specialist co-teaching
- Words Their Way
- Reading Power
- Comprehension Tool Kit
- Literacy Place
- Joyful Literacy- Blitzing
- Learning Targets
- Self-assessment
- Self-reflection
- School wide common language
Tier Two: In Tier 2, - Extra reading groups support - As above - SMILES program- continue
students not making through LSS - Story Champs- continue
adequate progress in - ELL small group instruction
the core curriculum - in class support- co-teaching
are provided with - RTI
increasingly intensive - Early Literacy Teacher
instruction matched
to their needs on the
basis of levels of
performance and
rates of progressTier Three: - one on one reading support - As above - SMILES
At this level, students - SLP support - Story Champ
receive individualized, - School Based Team - CR4YR-Primary
intensive - further testing
interventions that
target the students'
skill deficits for the
remediation of
existing problems and
the prevention of
more severe
problems.
Progress and Impact (How do you know?)
Reading Assessments:
1. Vernon 4-5
2. Circle Charts-blitzing K-1
3. Reading Performance Standards K-5
4. PM Benchmarks 1-3
5. Dibels K-5
Many teachers working towards implementing Daily 5 in classes
Students better able to know own goals and work toward them- Learning Targets
LSS and ELL teachers better able to support strategically
Improved self-reflection in staff and students.Connections to the Indigenous Enhancement
Agreement.
1. Reading
1. Reading Success for each child - Continue support by Indigenous Cultural Support Worker, facilitate buddy reading, small reading groups,
2. Cultural Awareness and pride one-on-one support.
3. Increased sense of belonging - Tracking student achievement of Indigenous students.
- Include oral language for communication, and district helping teachers and EA’s to support learning.
2. Pride
- Tracking student participation in regular school events – ‘One mind, one heart’.
- Positivity and patience in working in a school community to contribute to a positive and loving
environment.
- Special Indigenous events used to promote a sense of pride, while focusing on school values.
3. Belonging
- Positive friendships with other students, peer support.
- Work with students as above to increase attendance.
- Self-regulation and PBS professional development at staff meetings to increase student engagement.Revised Curriculum 1. Core Competencies
1. Core Competencies - Make connections between reading curriculum and core competencies.
2. Assessment and reporting - Metacognition – students self-assess their reading, and skills used to learn
3. Inquiry based learning and integrated
technology 2. Assessment and Reporting
- Discussion and professional development regarding best practice in reading assessments at each grade level.
- Reporting that reflects best practice teaching ie; PM Benchmark reporting that includes Fluency, Accuracy,
and Comprehension as well as the Snapshot assessment.
3. Inquiry
- Student driven instruction through Daily 5.
- Variety of Apps and technology tools bring literature into the classroom.
- Osmos.
- Stem Activities.
- Classroom inquiryYou can also read
