plan for student success 2020/21
Post on 29-Dec-2021
1 Views
Preview:
TRANSCRIPT
1
Parkland Elementary School 5016 Bjornson Rd, Quesnel, B.C. V2J 6X7
Telephone: (250) 992-5922
Fax: (250) 992-5542
Principal: Ms. Corry Climenhage
Plan for Student Success
2020/21
At Parkland Elementary we value education.
We respect ourselves, others, & the environment.
WE BELIEVE:
in working together
that education is important
in respecting people, their needs, and their feelings
in personal safety, respecting property and the environment
Who We Are Parkland Elementary is a rural school of approximately 60 students and 17 staff. We are located just outside of
Ten Mile Lake Provincial Park, and are adjacent to the Parkland Recreation Commission Hall. Our school is
unique because of our small, close-knit community and the outdoor opportunities just beyond our doors.
Our students come from unique backgrounds and offer diverse interests and experiences to our community.
Many of our students are second or third generation Parkland students.
Our Values
We value nature, outdoor learning, and kinesthetic
(physical) experiences.
We value rigorous academics, as well as artistic
expression.
We value a strong sense of belonging for all students, as
well as equity and accessibility in our school so that all
students have an equal chance for success depending on
their needs.
We value indigenous ways of knowing and strive to
include these into our daily experiences.
Parkland students enjoy many outdoor activities such as cross-country skiing, snowshoeing, tobogganing and
downhill skiing in the winter, and track and field, gardening, outdoor P.E, and hiking in the non-winter months.
Our students thrive while engaged in a large
number of place-based and nature-based
activities in the school yard and across the
street in the forest no matter what the season.
We believe that part of a healthy, balanced
lifestyle is learning to work collaboratively and
co-operatively through conflict. We are more
successful with our relationships and
2
learning when we regulate our minds and bodies. Using restorative practices such as The Peace Process,
restitution, talking circles, and the Circle of Courage we are able to collaboratively solve problems and improve
our resilience in challenging circumstances. Our Student Code of Conduct is in the process of being
transformed into a holistic document that will reflect the
behaviors, attitudes, expectations, and consequences
aligned with this ethical way of being.
When there is a new baby in our community we run the
Roots of Empathy program that helps students develop
their sense of compassion and care towards others. We
actively practice the Successful Learner Traits and
Growth Mindset as a whole school to further explore and
express the Core Competencies.
We also believe in building student independence,
capacity, and social responsibility by having students
actively take on leadership roles in clubs, sports, and
school jobs. Some activities and school jobs that we
offer are floor hockey, volleyball, yoga, hiking,
basketball, track & field, dance, cross-country, chess, debate, reading club, homework club, library helpers,
assembly crew, equipment crew, flags, snow removal, daily announcements, reading buddies, plant care, and
more!
Student Learning & Reporting Parkland Staff are pleased to be a part of SD28’s Student Inclusive
Conferences (SICs) Reporting Pilot again this year. SICs offer students the
opportunity to be actively involved in assessment for learning and personal
goal-setting for their own success. Together with their parents/caregivers
and their teacher, students are able to reflect on their strengths and areas for
growth and create attainable academic or social-emotional goals. Students
are able to gather and use information from their digital and paper portfolios
to determine a learning goal(s) and are supported in exploring strategies to
meet this goal. Over the last four years, students and parents have indicated
overwhelmingly that SICs offer significantly more information on student
learning and well-being than traditional grades. Another survey will go out
to parents and students in the spring of 2021 to gather feedback on this
process.
3
In addition to Student Inclusive Conferences, Parkland students
are encouraged to take ownership of and personal accountability
for their learning by connecting the work that they are doing to
their everyday lives. We do this through the inclusion of personal
inquiry projects and high quality work. We have noticed that
students are more engaged with their learning when it relates to
their lives and when they know that they will be presenting their
learning at SICs.
Our Goals
Student Achievement in Literacy
Parkland teachers are aware of our student’s literacy levels and are
striving to use culturally relevant, inclusive, and diverse teaching
strategies to continue to improve them. With particular attention on
students who are reading below grade level, our goal is to improve
Tier 1 literacy programs to support students in classrooms, as well
as offer Tier 2 and 3 interventions through our Early Literacy and Learning Assistance teachers. This
goal applies to all students in our school, with particular attention to students of indigenous heritage who are
working below grade level. Currently 65% of our students of indigenous heritage are receiving individual
literacy support through the ELT, LA and/or IES.
We will measure our success with this literacy goal by using assessment
for learning, both formative and summative (e.g. PM, F&P, anecdotal
records, DRA) consistently throughout the year.
We are also improving the inventory of our library and early literacy
resources to support our literacy goals.
Student Achievement in Numeracy
We will increase student’s mathematical thinking and
communication and develop, demonstrate, and apply mathematical
understanding through play, inquiry, and problem solving in all
grades (e.g. number sense, real life application, problem solving, and
operations.) We will do this by using a
variety of programs and technologies such
as the use of manipulatives, JUMP Math,
math games, board games, IXLMath, and
other resources. We believe the enjoyment of math is important; as such we
infuse playfulness and fun into our math programs.
We are exploring quality math assessment tools (e.g. PRIME, SNAP,
JUMPMath) in order for students to demonstrate and communicate their
mathematical growth and understandings.
4
Social Emotional Learning (SEL) Goals
Through the many SEL programs at Parkland (SLT, Growth Mindset, EASE, Zones
of Regulation, Second Step) we will continue to enhance relationships,
connections, and sense of belonging for all students, especially vulnerable
learners. We continue to explore Second Step this year in order to build
relationships, improve our peaceful problem-solving abilities, and uphold healthy
boundaries in our friendships. We hope to purchase this program K-7 in
collaboration with another school(s) or with the support of the board office.
Students will continue to use and apply the Successful Learner Traits to understand
the Core Competencies which will build their capacity as students. A SEL goal for
intermediate student’s is creating and maintaining an emotionally safe
environment by modeling and practicing sportsmanship, exercising trust and
positivity, and understanding negotiable/ non-negotiable language and actions
between all community members; adults and students alike.
We will know we have reached our goal when we experience improved relationships and sense of place and
belonging in the school community. This will be reflected in the MDI (Middle Years Development Index) and
Student Learning Survey. Below is the 2019/20 MDI data that indicates a higher vulnerability in students
feeling connected to adults and peers in the school compared to other Grade 7 students in our district. The
district average for Peer Relationship is 80% and Parkland is lower at 71%. Specifically, we are above the
district average with Grade 7 students feeling that they have a low sense of peer belonging and friendship
intimacy.
Our SEL goal for Primary students is to improve student’s
confidence and trust in themselves; in particular around
student’s utilizing taught strategies for independent solving
and taking risks to clearly and expressively communicate
and present their learning. We will know we have met our
goal through formative anecdotal assessments, self-assessments
using the SLTs, and SIC reflections. We set this goal after seeing
outstanding need in this area in addition to noticing the data in
the EDI (Early Development Instrument) indicated that students
are coming to school with vulnerabilities in social competency
and emotional maturity.
5
Integrating Indigenous Worldviews & Perspectives
We will continue to incorporate First People Principles of Learning in the lived experience at our school
for all students along with the extensive existing programs in place. Our continued goals this year is to
increase the amount of suitable indigenous curriculum resources accessible to teachers and students. We
will also engage in a school-wide Indigenous Art Inquiry, and build relationships with Elders in our
community. We will celebrate and publicize our efforts in assemblies & concerts, newsletters, SICs, and the
local newspapers when appropriate. Our school wide Family Groups are based on the Medicine Wheel. We
celebrate the change of each season with indigenous practices to connect ourselves with the land.
Our specific goal this year is to include more Dakehl language in
our daily experiences (announcements, calendar, labels) and to
include more indigenous music, poetry, story, dancing,
handwork, ceremony, and visual art in our learning activities in
general. Teachers recognize that this work is best done in
classrooms either in collaboration with our Indigenous Education
Support Worker, our Dakelh Language teacher, or our Indigenous
Culture Teacher, or simply together with our students using a variety
of quality Indigenous education resources. We understand that
deliberately including indigenous cultural elements into the learning
activities will move forward the Calls to Action from the Truth &
Reconciliations Commission. Some other ideas we have this year
are: to plan an Indigenous Sports & Culture Festival in June, to build
more authentic relationships with First Nations/Metis Elders, and
include indigenous plants and farming practices in our garden.
6
Parkland Guiding Principles
Staff, students, and parents have begun work on creating a statement
of values that will serve as guiding principles for all of our endeavors
at Parkland School. While still in the early stages of development,
these guiding principles will include community values, 21st Century
teaching/learning approaches, and Indigenous ways of knowing. It
may take the shape of a vision/purpose statement or an acronym of
some kind.
Feedback
In order to determine the success of this plan for student success we are always looking for feedback from our
parents, students, and staff. Feedback will be sought out in a number of ways including surveys, conversations,
PAC meetings, during Student Inclusive Conferences, and at our year end Student Learning Exhibition.
We look forward to hearing from you!
The Faculty and Staff of Parkland Elementary School
top related