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Christ the King Elementary School

School Growth Plan

2015-2016

Last Updated: September 30, 2015

2 2014-2015 School Growth Plan

Context: Christ the King Elementary offers academic programming for students from kindergarten to grade seven in a Catholic learning environment. The school is located in the Riverdale subdivision of Whitehorse and serves neighbourhood students as well as those from downtown and the southern districts of Whitehorse. Full day kindergarten has been offered since August of 2005 and Intensive French programming has been offered since August of 2007. We offer extensive extra-curricular opportunities for our students that include several sports as well as academic, artistic, cultural and service focused pursuits. Our school community is enriched by a number of different cultural backgrounds and we celebrate the diversity of our student population.

Our school has a common purpose to ensure that “Every Child Matters, Every Child Succeeds.” This is articulated through our core beliefs, mission statement, vision and collective commitments which were collaboratively and consensually developed by staff and school council members. Please refer to Appendix A.

We believe in the integration of First Nations culture across the curriculum. Teachers ensure that this is done as part of their regular programming. A shift in the demographics in our school has also led to a growing need to address the unique challenges of helping our students who are ELL (English Language Learners).

We have much to be proud of at Christ the King Elementary. Our school is a busy, vibrant place to be. We provide a safe and positive learning environment for children. We work hard to engage our students, parents and community in a variety of ways. Highlights of our successes would include:

respectful, caring students who are happy to be here

our faith based value system and school culture

our commitment to and involvement in service learning (examples: making soup for the Soup Kitchen, interacting with seniors, etc)

our faith based celebrations which are student led and for which classes have shared responsibility

our Christmas Celebration which has grown into such a strong tradition that it now requires two separate celebration times in order to accommodate the large number of people who want to attend

our continued success with student achievement

our ability to effectively serve students with special needs

our efforts to support students who are ELL

our efforts to provide enrichment for students who are exceeding expectations

our encouraging results and success with our previous reading for meaning goal as well as our writing goal

the success of our PLC (Professional Learning Community) work

our creative model of providing time for teachers to collaborate that incorporates student visits to the Canada Games Centre so that active living is promoted and supported, and also allows for a special opportunity to be given to students who may not otherwise be able to engage in such activities

staff who are very caring, knowledgeable and eager to learn and try new ideas and strategies

PART 1: Context, Priorities, Connections


an organized and supportive PLC framework which enables new staff to easily participate and maintains continuity in the school growth process

favourable results in Intensive French evaluations

our leadership in the use of technology in the classrooms (prometheans, iPads, ActivEngage, Google Apps for Education, Chromebooks)

our students’ participation in and success with a variety of community and territorial events such as the Heritage Fair, Destination Imagination program, Bridge Building, and the Geography Challenge.

successful Readathon efforts which not only promote literacy, but also social justice as funds raised are often donated to local organizations and third world countries for those less fortunate

an extensive range of curricular and extracurricular activities and events that include:

- sports: basketball, volleyball, wrestling, badminton, etc.

- musical: Rotary Review, Rotary Festival, Guitar Club, Choir, etc.

- cultural: N’tashedal (First Nations gathering), Filipino Choir, etc.

- academic: Destination Imagination, Heritage Fair, Bridge Building, Outdoor Ed, etc.

- artistic: Artists in the School, Art Club, art contests, etc.

- service focused pursuits: Terry Fox Run, Readathon, class service learning projects, Food Drive, etc.

the great progress we have made following through with the 2010 School Review recommendation of deepening the assessment for learning and differentiated instruction which incorporates the inclusionary model of learning assistance. It is now part of our daily practice and ingrained in our school community. We also have equally favourable progress that is being made with the recommendations in the 2013 review (details are included in the response section of this document).

continuation of an iPad project

the fact that all classes from grades 1-7 now have a promethean in their classrooms

continued athletic participation and success with in-school programs and sports (swimming lessons, gymnastics, Running Club, Ski Club, Ski School, etc.)

Capital Planning

As our student population increased, we had to plan for renovations in the summer of 2010. The staffroom was converted into a second kindergarten room which was needed to compensate for the space lost with the introduction of full day kindergarten several years ago. The staffroom was relocated to a resource room. These renovations helped to alleviate the immediate concern of increased student numbers. We will, however, continue to lobby for an addition to our school in the near future. This addition would include a French classroom to meet the requirements of the French review and a chapel to meet the requirements of the Circle of Caring II document. This addition would also include several small resource areas and meeting rooms. Last year we began the process of making the playground and schoolyard more attractive and welcoming. We are grateful to the Department of Education and School Council for the landscaping and playground improvements.


School Profile

Based on numbers as of September 20, 2015, listed below are the demographics which will help describe our school community:

Number of students 352 ٭ Number of First Nations students 28 ٭ Number of Filipino students 113 ٭ Number of students from other cultures 22 ٭ Number of ELL students 77 ٭ Number of IEP’s 23 ٭ Number of IEP’s being developed 0 ٭ Number of Student Learning Plans 23 ٭ Number of Student Learning Plans being developed 2 ٭ Number of teachers 27.6 FTE ٭ Number of paraprofessionals 7.5 FTE ٭ Total number of staff members (because of part time positions) 38 ٭

These numbers include all of our current students at the time of the revision. We have also noticed another emerging demographic trend in the last few years concerning students who are transferring in and out of our school. This trend is affecting the programming that we require. It is becoming the norm that we are continually receiving new students but very few are leaving (unless they have gone to Late Immersion).

There are a number of students in each grade (as of May 2015) who did not begin kindergarten at Christ the King and how many of them have required additional learning, ELL, social, emotional or behavioural support. The range in individual grade groups goes from 50% to 91% of them requiring additional support to learn. In a system where staffing is not needs based, this aspect of our student population becomes a profound and compounding factor when it comes to our ability to support these students, especially since the older the ELL students, the greater the gap and also since early intervention is always key to supporting those with special needs. Additionally, our ability to provide support for the students who originally began their schooling with us decreases because the support base continues to be spread out even more thinly.


Priorities: Our priorities help us to ensure that the conditions of learning are in place for each student. In order to do that, we will:

1) maintain high expectations for a positive, student centered culture which focuses on Catholic teachings and values as well as on our core beliefs, mission statement, vision and collective commitments. See Appendix A.

2) have daily prayer and religious instruction as the core of our Catholic school

3) maintain the high academic expectations for literacy and numeracy as our foundation.

4) continue our focus on service learning. See Appendix C.

5) work within the framework of a Professional Learning Community (PLC). See Appendix B.

6) continue to maintain practices that will: a. ensure that the strategies we developed to help students achieve success with the goal areas of reading and writing evolve

into best practise and become the standard way of operating at Christ the King Elementary. See Appendices D and E. b. collect evidence of the integration of First Nations culture across the curriculum

7) focus on the research-proven pedagogical practises of assessment for learning, differentiated instruction, and the inclusionary model of learning assistance within the classroom.

8) continue to provide Reading Recovery as an early intervention for at risk readers in grade one.

9) continue to learn, develop and implement strategies that will address the learning needs of our students who are ELL

10) continue to engage the school community through events that engage the wider school community such as: celebrations, family BBQ, movie nights, celebrating volunteers, Rotary Reads, seniors tea and the food bank.

Response to School Review Recommendations: In response to the review of March, 2013, please note the following steps that have been taken in each area:

Norms and Culture

Celebrating Work

celebrations are a standing item at all staff meetings

recognition of student achievements in newsletters

written/oral recognition by administration for class achievements

sharing of writing with buddy classes

Writer’s Guild in the front lobby celebrates student writing

Writing Wednesday intercom messages share samples of student writing

parent-student sessions to celebrate writing during Education Week

principal’s report to school council


student led conferences

school community events to promote success

Self Regulation

small group work with primary and intermediate students using the SuperFlex, I Care, and How Does Your Engine Run (self-regulation programs)

Mind Up (or portions of it) is used in some, but not all, primary and intermediate classrooms

use of stationary bikes, fidget tools, body breaks, etc. to provide sensory intervention (teachers & educational assistants)

Zones of Regulation facilitated by the counsellor and Stacy Burnard

Respect

modelled on Catholic values

criteria for respectful behaviour is established for each classroom at the beginning of the year

school wide expectations are reviewed at the beginning of the year with the whole school and, as needed, throughout the year

students are consistently encouraged by all staff to ask for help

school rules are based on four pillars (safety, respect, responsibility and reaching out) and posted throughout the school

Respect, Responsibility, and Reaching Out is encouraged each day through religion classes, self reflection and prayer

issues are addressed by classroom teachers and administration (if referred to the office); parents are involved. There is a special office referral for this purpose

Community

our Acting Vice Principal has implemented the use of the portal

EA’s are needed for the Canada Games Centre visits but they are involved through: o the expectation that they meet regularly with teachers about their role in each class o participation in all in-school PD when possible (eg demo lessons) o participation in IEP meetings o participation in PLC work/PD at staff meetings o if applicable, a resource for other staff

no progress has been made on the liaison position

have connected to a Filipino resource person from a Yukon rural community

welcome pamphlets are available. They have been printed in English and Tagalog for new Filipino families entering our school

we translated and performed one of our Christmas Celebration songs in Tagalog

several classes have invited elders into the school

very effective transition process in place for our students moving on to high school

continued talks with Vanier at Catholic Administration meetings on ways to collaborate with more teachers

some rubrics are sent to Vanier (eg FSAs)

continuing work by consultants to help teachers understand that content is the vehicle but concepts/skills are the essentials


new teachers are encouraged to ask for help

returning staff continually try to reach out and help new staff

School Organization

we use the Intake Assessment and the Assessment of Developing Language of English Language Learners in Yukon

we have consistently discussed the concern of ELL students with learning difficulties at School Based Team and beyond, but still struggle with getting educational pysch assessments completed

school based team meeting format was revisited and changed: o we begin during school hours to give teachers some time during the instructional day for this purpose but so they still do not

lose too much instructional time o all SBT members (except the chair) are asked to take comprehensive notes for greater opportunity for participation by all

members without missing the important task of recording information

guided reading does occur in different parts of the school, but is discussed with classroom teachers and administration to ensure it remains inclusionary and does not revert back to a “pull out” system

the compressed English teacher met with the French teachers to identify themes which are being covered, and then met with the intermediate consultant to determine the necessary content to be covered in English

mentorship and collaboration with other Intensive French teachers

visits by Intensive French teachers from other schools in the city

School Processes and Progress

Staff have taken on leadership roles with: ongoing committees ٭ extracurricular activities ٭ School Growth Plan ٭ ELL ٭ Intermediate and Primary Working Groups ٭ new initiatives (like Destination Imagination) ٭ new technology such as prometheans, iPads, Chromebooks/GAFE, Bitstrips, Google apps for education, etc ٭ curriculum redesign ٭ learning networks ٭

teachers understand the importance of connecting reading to writing, and work to share this with students

several classes use blogs

goal setting is done at all levels, often at student led conferencing


there is self assessment at all grade levels

we often seek the help of consultants in our classrooms and for staff PD events: o Darcy LeBlanc o Angelita Seloterio o Shari Worsfold o Paula Thompson o Glenda Eberlien o Jesse Jewell o Vanessa Stewart o Pascal St-Laurent o Mike Snider o Stacy Burnard


Processes and Connections:

Processes used to determine and develop the 2015-2016 school growth plan:

1) Staff Meeting - January 6, 2015

a) Simon Blakesley attended to provide information to the staff on the process of choosing a new goal for the School Growth Plan b) He indicated the goal should be based on student achievement. c) Mr. Blakesley recommended that we examine data, evidence, trends and patterns to determine an area of focus based on student

need.

2) Staff Meeting - February 3, 2015

a) As a first step in determining areas of student need, the SGP team created a form based on the report card. b) Staff were asked if other areas/categories needed to be added to the form. c) Self-regulation and active living were suggested. d) It was decided by staff that self-regulation would be added and that active living would be included in the Phys. Ed. area of the

form. e) Self-regulation was clarified by the counsellor so there was a common understanding. f) Staff was provided with time at the meeting to complete the form but additional time was also provided as required. g) The SGP team collated the information.

3) Staff Meeting - March 2, 2015

a) Prior to staff discussion, criteria for school growth goals were identified. b) Goals must be based on evidence of need in our school, measurable, directly related to student learning and something all staff can

do. c) A checklist was distributed for reference. d) As a whole group, staff identified four possible goal areas: self-regulation, independence/ work habits, active living and ELL. e) All staff were invited to join their preferred goal area and, as a small group, discuss and answer key questions to complete a

planning form. f) There was no interest in forming an ELL discussion group and that possible goal was dropped. g) Time was provided at the meeting to complete the form with additional time also provided for those groups that required it. h) The small groups were asked to select representatives to present their goal planning forms to the SGP Team.

4) SGP team and School Council SGP representative meeting - March 9, 2015

a) SGP team, including a member of School Council, met with each of the groups representing the three potential goals. b) Active living goal was represented by Odette Hale and Sarah Woods, self-regulation was represented by Jennifer Floyd and the

independent/work habits was represented by Cheryl Gartner. c) Each group was asked to get input from other members on their team to fine-tune their goal and provide further strategies regarding

how we can measure our success. d) Each group was asked to present their proposed goals at the staff meeting scheduled for April 7, 2015.

5) Staff Meeting - April 7, 2015


a) Representatives from each of the three groups presented proposed goals. b) Small group discussion focused on determining the wording of the goal. c) After reporting back to the large group, the staff decided that two goals received the most support. d) A decision was made to drop the self-regulation goal e) Two proposed goals were:

i) Will promoting academic self-regulated learning strategies such as organization, motivation and readiness, increase student engagement?

ii) Will an increase in daily physical activity improve independent work habits and student engagement? f) The staff decided to hold a vote on Friday, April 10 with each staff member voting for either goal 1 or goal 2.

6) Wednesday, April 8, 2015

a) Proposed goals were posted in the staffroom with instructions about the voting process b) Instructions were provided for staff members who would be absent on the day of the vote.

7) Voting began on Thursday, April 9, 2015 and continued until Friday, April 10, 2015 at 2:30 at which time the votes were counted. Will an increase in daily physical activity improve independent work habits and student engagement, was chosen as the 2015-2016 CKES school goal, in a 20 to 17 decision.

8) School Council Meeting - April 16, 2015

a) Members provided their input with regard to the new school goal. Main ideas presented included: i) build in flexibility for teachers ii) incorporate active learning into learning activities iii) protect the time for literacy, numeracy, religion and prayer

9) SGP Team and School Council SGP representative meeting - April 22, 2015

a) Met to prepare the CKES School Growth Plan for 2015-2016. b) The team drafted the school growth plan to reflect current school information in preparation for staff input and review.

10) School Growth Planning Day - May1, 2015

a) Staff worked through the draft prepared by the school growth team. Work was done in small groups and then the large group. b) Some ideas were left for administration to think about how it would affect the school as a whole. c) Rubrics were developed for primary and intermediate info measure attentiveness.

11) The administrative team added the revisions and asked the SGP team to review the latest draft by May 11, 2015.

12) The staff were asked to review the final draft and give any input by May 20, 2015.

13) Final revisions were completed by May 26 and submitted to the Department.

Who was involved?

all staff ٭ school growth plan team members ٭ school council ٭


YEAR ONE – WORK TOWARDS OUR GOAL:

1) June 2015, Ron Billingsley, an Educational Assistant, put together 14 stationary bikes and one bike was placed in each classroom Gr. 1-7. The smaller bikes, at this time of the year are too big for our Kindergarten students.

2) August 31, 2015, at our staff meeting, we finalized our inquiry goal question. We distributed the primary and intermediate engagement rubrics with a focus on attentiveness. We asked staff to edit these rubrics during scheduled collab times in September, so that the School Growth Team could finalize a rubric to use for the vertical PLCs in October 2015.

3) September 4, 2015, during our rules assembly our Principal announced and explained our new goal to our students. During this assembly, Riley Simpson, an alumn0i student of CKES led a hip hop session to help promote physical activity in our school.

4) September 4, 2015, Michelle Gillard, our grade three teacher, arranged for Stacey Burnard to visit our primary students. She introduced how to safely use the stationary bikes.

5) September 8, 2015, at lunch today, our School Growth Planning Team met. We reviewed the primary and intermediate engagement

rubrics. The Team selected the primary rubric and asked all staff to consider just this rubric, so that we could adopt a CKES school-

wide rubric instead of having two rubrics.

6) September 9, 2015, Michelle Gillard, our grade three teacher, arranged for Stacey Burnard to visit our Intermediate students. She introduced how to safely use the stationary bikes.

7) September 17, 2015, students in grade 4-7 participated in Soccer Fest

8) September 18, 2015, grades k-7 completed our annual Terry Fox Run.

9) Sept 21, 2015, we hired 2 subs so that Grade 3, 4, 5 and 7 horizontal teams could collab to work on the engagement rubrics.

10) September 22, 2015, we distributed color-coded outside “recess packs” (footballs, volleyballs, basketballs, soccer balls) for each classroom grade 4-7.

11) September 23, 2015, we distributed color-coded outside “recess packs” (footballs, volleyballs, basketballs, soccer balls, skipping ropes, foam discs and beanbags) for grades K-3.

12) September 29, 2015, we invited Stacey Burnard to our staff meeting to give a presentation on Movement Breals

Our School Growth Team includes:

Monica Lauer School Council Member Gord Miller Acting Principal Susan Woolridge Acting Vice Principal Emily Macht Grade 5 Teacher Adele Lackowicz Teacher Librarian Cheryl Gartner Reading Recovery Teacher, Learning Assistance Teacher Fiona Bakica Reading Recovery Teacher, Learning Assistance Teacher Nicole Schoeneberg Grade 6 Teacher, ELL Support


Progress and Evidence:

Looking Back at 2014-2015:

Based on evidence gathered from our conversations, observations and products, which were reviewed during horizontal/vertical collabs and staff meetings, we have learned much about our progress and challenges. We are excited about the great progress we made and that our continued questioning, dialogue and reflection have helped our students be successful.

Objective(s) to support the goal: 1) Primary students will improve their personal writing skills. 2) Intermediate students will improve their writing skills for communicating ideas and information (reports, articles and letters)

Targets: by May 2015, all students who begin the year at or above grade level will fully meet or exceed expectations using the BC

Performance Standards

by May 2015, all ELL students beginning the year with us will reach Level 3 or 4 of the Assessment Protocol for ELL. From the evidence we collected, and based on conversations and observations (during horizontal/vertical collabs and staff meetings) regarding learning about our students and the work we did:

;there has been overall success moving students towards our goal of writing using the strategies we have chosen ٭ ;the focused, goal centered PLC work has been an excellent vehicle to ensure that our work is ongoing and effective ٭ ;our model of being a PLC and collab time works well to serve our students’ needs ٭ our greatest challenge is in our work with students who are ELL. The high numbers and ongoing intake throughout the year ٭

presents challenges; ;despite all the challenges they face, students who are ELL are safe, comfortable and happy in our school ٭ ;there are challenges using the ELL Standards and then transitioning students to the grade level standards ٭ our success with the way we worked on our reading for meaning goal and its close connection to writing provided us with a ٭

solid foundation and strong validation, and therefore, supported our efforts. Reflection on the Results:

it is our belief that the processes and actions which we chose are effective strategies; explicit teaching of writing strategies ensures student success and growth;

PART 2: Focus


there is greater consistency in our approach to teaching writing with scaffolds and organizers; students are growing in their writing confidence; struggling students are making positive gains and progress in their individualized writing goals; at parent events, students and parents are excited, proud and enthusiastic about their work; we do know that we will need to maintain our writing strategies in the coming years.

Looking Forward to 2015-16

Rationale for 2015-2016 goal and objectives: staff believe that engagement and independent work habits are areas of need

Canadian research has shown there has been a steady rise in childhood inactivity and obesity rates since 2007 (Statistics Canada, 2013) Statistics Canada (2013). Canadian Community Health Survey, 2013. Retrieved from http://www.statcan.gc.ca/daily-quotidien/140612/dq140612b-eng.htm

research in cognitive science has demonstrated that movement is important for learning (“Don’t Just Sit There, Pay Attention” by Wendy L. Ostroff in the journal Educational Leadership: October 2014)

staff have observed and learned from student journals or conversations that, outside of school hours, many students are not physically active

Marzano’s text, The Highly Engaged Classroom, on page 25, states “students will need engagement and independent work skills to be successful in society”.

students will need to be engaged and work independently to be successful learners and members of society

Goal: Will an increase in daily physical activity improve student engagement?

Objective(s) to support the goal: 1) All students will receive 30 minutes of scheduled physical education three times per week. 2) Students will be engaged in a variety of physical activities on days that physical education is not scheduled. 3) During the 2015-2016 school year we will focus on the attentiveness attribute of engagement 4) We will promote understanding of our work throughout the school community.

Target(s): by May 2016, all students will demonstrate an improvement in the attentiveness attribute as measured by the CKES rubric developed

by our staff



Objectives: 1) All students will receive 30 minutes of scheduled physical education three times per week. 2) Students will be engaged in a variety of physical activities on days that physical education is not scheduled. 3) During the 2015-2016 school year we will focus on student engagement.

Actions: Strategies/Interventions Evidence to Track

Progress Person(s) Responsible

We will:

1. By the end of November, determine each student’s ability to be attentive by using the CKES rubric

2. Monitor and assess growth for each student throughout the

year using the CKES rubric

3. Explicitly teach students the criteria for attentiveness and display it prominently in the classroom/learning area

4. Share attentiveness strategies with support staff for

assessment data based on CKES rubric


self assessments/checklists for teachers who choose to use them

student learning plan or IEP

teacher feedback

collab sessions with grade partners

primary/intermediate vertical team meetings (K-3 teachers) twice a year

recorded in daybooks

criteria is posted

teacher

classroom teachers

learning assistant teachers

ELL teachers

classroom teachers


ELL teachers

support teachers

classroom teachers


ELL teachers

support teachers

support staff

PART 3: ACT


consistency. Support staff will be responsible to ask classroom teachers

5. Where applicable, use the same engagement rubric for all subject areas across the curriculum

6. Provide opportunities, as determined by the teacher, for students to participate in physical activity on days that physical education is not scheduled (examples: body breaks, Just Dance, OPHEA resources, curriculum related physical activity resources, Project Wild activities, outdoor & experiential education activities, etc.)

7. Provide students with opportunities for peer and teacher

conferencing 8. Open up the gymnasium at lunch hour for opportunities for

all grades to participate in physical activity with participation by all staff members. (examples: Hip Hop, Zumba, Yoga, Skipping, Just Dance, etc.)

9. Invite students to the gym on cold weather days as

organized and coordinated by the supervision teams 10. Provide opportunities for students to participate in structured,

physical activity during non-instructional time (examples: Zumba, Yoga, student leadership activities, outside games, skipping, dance)

observation/dialogue

posted classroom criteria


record in daybook as it

occurs

self assessment

teacher observations

student feedback

observation of practises in

action

teacher feedback

track the number of days

that this occurs

student feedback

school schedules

classroom teachers


ELL teachers

classroom teachers

guidance teacher

music teacher

IT teacher

classroom teachers

support staff

classroom teachers

support staff

classroom teachers

support staff

supervision teams

support teachers

EAs


11. Explore ways to maximize active living opportunities for

students (examples: paint hopscotch/four square on sidewalks, use of multipurpose room when available, outside supervisors organize games during recesses, use celebration practise blocks for phys ed when not needed for practise, outdoor rink, etc.)

teacher observation

classroom teachers

support staff



Objective: 1) We will promote understanding of our work throughout the school community.

Actions: Strategies/Interventions Evidence to Track

Progress Person(s) Responsible

We will: 1. Begin the school year with a reminder of our school goal of

daily physical activity

2. Monthly reminders to parents in the school newsletter or class newsletters about the progress on our physical activity goal

3. Record participation rates at extracurricular events

4. Invite parents to join us for activities

5. Continue to involve school council on new goal

6. Invite resource people to staff meetings/collab sessions to

expand knowledge about new ways to do active living (eg. Gina Larson, Christine Kerr, John Carson, Don White, Bob Sharp)

opening prayer and welcome

first school newsletter

school and class newsletters

records of attendance

teacher observation

record of parent attendance

parent feedback

newsletters

school council minutes

record of attendance

teacher observation

principal

classroom teachers

principal

organizers of the activity

organizers of the activity

administration

school council representative

classroom teachers

administration


Dates for monitoring progress: demographic data (school profile-page 4) is updated in September, January, and May or after significant changes occur

engagement criteria established and posted in classrooms in September

data for each target to be brought to the first set of vertical team meetings. Adjustments to the targets will be made at that time if baseline data indicates the need to do so

ongoing monitoring by staff through horizontal and vertical team meetings

at each collab session, strategies are discussed and modified if necessary to reach the engagement targets

the School Growth Plan Team will meet at least on a monthly basis and as needed for planning and monitoring. The time for the regular meetings will be decided by the team members after the new school year begins

the School Growth Plan is a regular agenda item at the monthly school council meetings

Adjusting the Plan: adjustments will be decided upon and recorded at vertical team meetings

adjustments are made and recorded regularly; all strategies/adjustments are recorded in grade level binders after every biweekly horizontal meeting, at primary or intermediate vertical meetings, or at School Growth Plan meetings. These binders are accessible to all staff

Communication Plan: PLC work at horizontal and vertical meetings will guide our next steps

SGP team will provide updates on their monthly meetings at staff meetings

PLC work is part of monthly staff meetings

newsletter-regular distribution and posted on the website

regular school council agenda item

Date and description of adjustments made to the plan: see collab binders

PART 4: Monitor and Adjust

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