longview school education plan 2014-2015 “ it has nice people who respect each other.” “we are...

Longview SchoolEducation Plan

2014-2015

“It has nice people who respect each other.”“We are EAGLES!”

Contents

Section 1: Vision, Mission, Values

Section 2: AERR/Environmental Scan

Section 3: Strategic Planning

Section 4: Trends and Issues

Section 5: Celebrations

Section 1

Vision and Values

Mission

School Profile

Grades and Demographics

Longview School Mission: Let Your Learning Soar !

Foothills School Division Mission: Each learner, Entrusted to our care, has unique gifts and abilities. It is our mission to find out what these are…

Explore them…Develop them…Celebrate them!

E Engaged A Academic and AthleticG Goal GettersL Learners and LeadersE Excellence AchieversS School Spirit Promoters

Longview Students are very proud of their school. They take pride in being an eagle and proudly wear the school colours of blue and gold. The saying is, “Once an eagle, always an eagle”. This motto, is really about the qualities, characteristics and behaviors we expect from and foster in our students. It is very important to our school that our students represent themselves, as well, as their school to the highest standard possible and they know it. We have many reasons for being proud and we celebrate them at every opportunity. It is for this reason we have implemented an Eagle Pride Time every Friday afternoon. Students participate in school wide Eagle Pride activities. These team building and pride activities energize and engage our students to always do their best in everything they do!

Longview School Profile

Longview School is a rural, community-focused school serving a population of 65 students from kindergarten to grade six in multi-aged groupings from the Village of Longview, the MD of Foothills and Eden Valley. We continue to think, act and dream big. We have big goals and big ideas. Our size does not limit us, but provides us the opportunity to be innovative and creative in our approaches.Longview School has a family-like atmosphere and is a place that cares. By caring we preserve and respect the traditions of our school while allowing for growth, change and improvement. It is important to learn from the past, live in the present and plan for the future. Our school is a supportive environment that empowers students, staff and parents to do their best and be involved. We believe and need to step forward and not back when things need to be done. We are a very busy and active school.There is heart and soul in everything that goes on at our school and it is the staff, students and community that fosters this. Our school and community embraces individuals that are caring, genuine, positive, friendly, kind and have a good sense of humour. We are a team at Longview School where everyone plays an important role, has responsibilities and high expectations. Everyone in the school is striving towards clear and common goals as a professional learning team that focuses on professional development to develop strong pedagogical practices that focus on student engagement, assessment, response to intervention in the areas of literacy and numeracy. Our goals guide our daily actions and stretch us to learn and grow in new directions while working to build personal capacity in instruction to improve student learning. The more we care to change something for the better, the more obligated we are to do whatever we can to make that happen. We provide varied opportunities for academic achievement, student choice and shared responsibility for learning. We support extra-curricular programs and school wide activities. We practice a flattened leadership model that relies on expertise to solve problems collaboratively while promoting the building of capacity in all staff. We demonstrate what we value and we strongly value life-long learning, collaboration, trust, respect and open communication. Our doors are always open at Longview School for students, staff, parents and community to discuss ideas or issues. We build trust and foster relationships. A relationship of trust exists when individuals feel they are understood and these understandings are taken into consideration when decisions are made. We build, maintain and nurture the relationships between educational stakeholders. We have a climate of high expectations for success for all students and staff. We focus on teaching and learning for deep and enduring understanding and provide optimum learning opportunities through understanding by design practices.

Student Population (K-6): 71 students

Kindergarten: 14 studentsGrade 1 / 2: 15 studentsGrade 3 / 4: 19 studentsGrade 5 / 6: 23 students

FNMI(First Nations/Metis/Inuit)19 Students (29% of student population)

ELL (English Language Learners)

23 Students (37% of student population)

Our Engaged Students

“We have good teachers and the students are nice!”

Pizza With the Principal

“People at Longview are nice and they help each other when they are stuck.”

Pizza With the Principal

Section 2

Overview of Longview School Goals 2012-13

Accountability Pillar Survey Results

Provincial Achievement Test Results

Tell Them From Me Survey

Longview School Survey Results

Characteristics of a Responsible Learner RubricRTI: Soaring Literacy

Overview of Longview School Goals 2013-2014

FSD VISION For Leading and Supporting Learning.

Accountability Pillar Results

Measure Category

Measure Category

Evaluation Measure Longview School Alberta Measure Evaluation

Current Result

Prev Year

Result Prev 3 Year

Average Current Result

Prev Year

Result Prev 3 Year

Average Achievement Improvement Overall

Safe and Caring Schools Excellent Safe and Caring 98.8 97.8 97.2 89.1 89.0 88.6 Very High Maintained Excellent

Student Learning Opportunities n/a

Program of Studies 94.9 96.6 93.4 81.3 81.5 81.1 Very High Maintained Excellent Education Quality 97.8 95.5 95.2 89.2 89.8 89.5 Very High Maintained Excellent Drop Out Rate n/a n/a n/a 3.3 3.5 3.6 n/a n/a n/a High School Completion Rate (3 yr)

n/a n/a n/a 74.9 74.8 73.8 n/a n/a n/a

Student Learning Achievement (Grades K-9)

Concern PAT: Acceptable 30.3 74.4 88.7 74.0 75.3 75.5 Very Low Declined Significantly Concern

PAT: Excellence 12.1 5.1 16.4 19.0 19.1 19.6 Low Maintained Issue

Student Learning Achievement (Grades 10-12)

n/a

Diploma: Acceptable n/a n/a n/a 85.4 84.2 83.4 n/a n/a n/a Diploma: Excellence n/a n/a n/a 21.0 19.5 19.1 n/a n/a n/a Diploma Exam Participation Rate (4+ Exams)

n/a n/a n/a 50.5 56.6 55.9 n/a n/a n/a

Rutherford Scholarship Eligibility Rate (Revised)

n/a n/a n/a 60.9 61.3 60.8 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

n/a Transition Rate (6 yr) n/a n/a n/a 59.2 59.5 59.1 n/a n/a n/a Work Preparation 92.3 86.4 86.5 81.2 80.3 80.0 Very High Maintained Excellent Citizenship 92.4 97.3 96.6 83.4 83.4 82.6 Very High Maintained Excellent

Parental Involvement Excellent Parental

Involvement 100.0 91.8 89.6 80.6 80.3 80.0 Very High Improved Excellent Continuous Improvement Excellent School

Improvement 98.8 85.4 89.9 79.8 80.6 80.2 Very High Improved Excellent

Overview of Longview School Provincial Achievement Testing

Results 2011 - 2012

Break Down of Provincial Achievement Data

English Language Arts 6 Acceptable Standard Low Declined Issue 11 72.7 9 97.4 Standard of Excellence Very High Maintained Excellent 11 27.3 9 22.4

Mathematics 6 Acceptable Standard Very Low Maintained Concern 11 63.6 9 81.4 Standard of Excellence High Maintained Good 11 18.2 9 23.0

LANGUAGE ARTS 6 - Based on Number of Students Writing

MATHEMATICS 6 - Based on Number of Students Writing

Longview School Goals 2013-2014

Goal 1: Improve learning for ALL students by planning for intellectual engagement through differentiated instruction and

assessment. Evidence 1) CoRL – Improvement in the areas of Confidence, Independence, Work Habits2) Parent Survey – Learning targets are clear for students 3) Tell Them From Me Survey

a) Flow (65 %)b) Interested and Motivated (95%)c) Relevance and Rigor (95%)d) Positive Student / Teacher Relationship (95%)e) Positive Learning Climate (95 %)

4) Provincial Achievement Test - 100 % Acceptable Standard - 15 % Standard of Excellence 5) Pizza with the Principal (Specific Questions Outlined on the Chart) (90 % All Categories)6) Samples Evidence a) UBD Submission – FSD Criteria b) Co-Created Rubrics – Literacy / Core Subjectsc) Student Work Differntiated– Performance Tasks, Multiple Means for Expression, Choice in Topics 6) Vocabulary Development – Academic Language and Content Specific7) FNMI Attendance 8) FNMI Academic Success

Performance Measure Results (in percentages) Target Evaluation 2010 2011 2012 2013 2014 2014 Achievement Improvement Overall

Percentage of teachers, parents and students satisf ied w ith the opportunity for students to receive a broad program of studies including f ine arts, career, technology, and health and physical education.

59.4 92.9 90.6 96.6 94.9 Very High Maintained Excellent


Percentage of teachers and parents satisf ied with parental involvement in decisions about their child's education.

82.1 89.4 87.5 91.8 100.0 Very High Improved Excellent

Percentage of teachers, parents and students satisf ied w ith the overall quality of basic education. 77.5 96.3 93.8 95.5 97.8 Very High Maintained Excellent

FLOWSkills-challengeStudents feel challenged in their language arts, math and scienceclasses and feel confident of their skills in these subjects. · 68% of students in the school

had scores that placed them inthe desirable quadrant with high skills and high challenge. · 14% of students were confident

of their skills but did not findclasses challenging. · 18% of students were not

confident of their skills and foundlanguage arts or math challenging. · 0% of students lacked

confidence in their skills and did not feel they were challenged.

Students who are interested and motivatedStudents are interested and motivated in their learning. · 89% of students in this school were

interested and motivated; the Canada norm for these grades is 71%. · 93% of the girls and 86% of the boys in this

school were interested and motivated. The Canada norm for girls is 74% and for boys is 68%.

RelevanceStudents find classroom instruction relevant to their everyday lives. · In this school, students rated Relevance 8.2 out of 10; the Canada norm

for these grades is 7.9.RigorStudents find the classroom instruction is well-organized, with a clear purpose, and with immediate and appropriatefeedback that helps them learn. · In this school, students rated Rigor 8.4 out of 10; the Canada norm for

these grades is 7.9.

Students that value schooling outcomesStudents believe that education will benefit them personally and economically, and will have a strong bearing on their future. · 96% of students in this school valued

School Outcomes; the Canada norm for these grades is 96%. · 93% of the girls and 100% of the boys in

this school valued School Outcomes. The Canada norm for girls is 97% and for boys is 95%.

Positive learning climateThere are clear rules and expectations for classroom behaviour. Students understand these and teachers maintain high expectations that they be followed. · In this school, students rated Disciplinary Climate of the Classroom 8 out of 10; the Canada norm for

these grades is 7.4.Expectations for SuccessThe school staff emphasizes academic skills and hold high expectations for all students to succeed. · In this school, students rated Teachers' Expectations for Academic Success 8.8 out of 10; the Canada

norm for these grades is 8.7.

Positive Teacher-Student RelationsStudents feel teachers are responsive to their needs, and encourage independence with a democratic approach.· In this school, Positive Teacher-Student Relations were rated 8.8 out of 10;

the Canada norm for these grades is 7.9.

Positive learning climateThere are clear rules and expectations for classroom behaviour. Students understand these and teachers maintain high expectations that they be followed. · In this school, students rated Disciplinary Climate of the Classroom 8 out of

10; the Canada norm for these grades is 7.4.

Expectations for SuccessThe school staff emphasizes academic skills and hold high expectations for all students to succeed. · In this school, students rated Teachers' Expectations for Academic Success

8.8 out of 10; the Canada norm for these grades is 8.7.

Goal 1: Improve learning for ALL students by planning for intellectual engagement through differentiated instruction and assessment.

Strategies Actions Next StepsUnderstanding of Curriculum (Where are WE going?) - Understanding of Curriculum and Content

Knowledge (FNMI / Cultural emphasis in Core Program of Studies)

- Understanding Curriculum Intent - Vocabulary (Content and Academic) - Focus on Stage One and Two Planning - FNMI – Design learning that emphasizes

and celebrates cultural contributions to Canadian History

- UBD focus on FNMI Culture- UBD – Health Wellness - Collaboration across all grades aligning

literacy goals (Front matter) - Starting Mathematics - Writing Focus (Common Expectations among

grade levels) - Collaborative k-2 Literacy Time - Two people attended the UBD portfolio

review - Identifying clear expectations with the

students to target learning- I can statements to guide student learning

- More submissions - Continue the planning process (Stage 1 and 2) - More sharing time between staff about our

learning- Job embedded time to continue our focus - Continue to attend professional development

to further knowledge of Alberta based curriculum

- More emphasis on math (Continuum – Math Processes)

- Making Literacy More Visible throughout the school

- Making learning Relevant

Planning for Understanding (Where are WE going?) - Understanding By Design (Choice for

improved Relevance and Rigor) - FNMI – Design Understanding for Cultural

Contributions to Canadian History, Culture and Identity

- Develop Higher Order Thinking Skills through Metacognition and Inquiry Based Learning

- Rubric Design (Co-created – Collaborative) (Student Self Assessment)

- Common Understanding of Assessment “for” and “as” Learning.

- Action Research Team (Presentation) - CORL – Development of assessment capable

learners- Starting self- assessment (Youngest Grades) - Inquiry Model - Student developed (Rubric) - Identifying clear expectations with the

students to target learning- I can statements to guide student learning- Students assess each others work using pre-

established criteria- Students provided feedback on how to

improve - We are asking high level questions through

our actions (Comprehension Strategies, Planning, Self-Assessment, etc) . Students are having to synthesize information

- Continue to develop the Inquiry Model (Student Lead)

- Continue work on assessment “for” and “as”learning

- Continue to work on co-creating learning criteria and rubrics

- Continue to expect high levels of performance tasks through quality planning that requires creation, analysis and evaluation

- Applying comprehension strategies to think at high levels

- Planning with the end in mind to elicit higher levels of thinking (Create new knowledge or Problem Solving Life)

- Focus on Processing (Synthesis) and Creation of the inquiry model.


Strategies Actions Next StepsAssessment (Where are WE now? How do WE close the gap?) - Assessment “for” Learning (Targeted -

Descriptive / Specific Feedback for Learning – To Scaffold Instruction and Learning)

- Assessment “as” Learning (Goal Setting – Reflection) (Assessment Capable Learners)

- Rubrics (Co-created and Clear) – Tool for Self-Assessment which leads to Deeper Understandings

- Clear Learning Targets / Exemplars - Triangulation of Data (Observations,

Conversation, Products)

- Action Research (Emily) – Presentation - Assessment Cohort (2 staff) - Students taking responsibility through

assessment of their own learning - Common assessments literacy - Targets for reading and writing assessment

(Fountas and Pinnell) - Clear Learning targets are visible - CORL – Goal Setting - Triangulation – Ongoing in order to effectively

assess student learning - Using assessment data to guide our

instruction (Guiding Reading / Writing) - Helping students learn how to learn

- Goal Setting in learning and reflection / reevaluation (Next Steps) – Supporting students growth between knowing and doing

- CORL – Break down for deepening understanding

- More involvement of students in the assessment process using our targets

- Gathering evidence for triangulation of assessment information

Instruction / Differentiation (How do WE close the gap?) (Develop Strong Pedagogy) - Multiple Means of Representation

(Acquiring)

- Multiple Means of Engagement (Choice) - Multiple Means of Expression

(Communication) - Stage Three Planning – Planning for

Success / Differentiation - Metacognition – Thinking about Learning - Learning to Learn Strategies –

Comprehension / Technology / Problem Solving / Collaboration / Decision Making Process

- Making Learning Visible

- Students have choice in how they demonstrate their understanding

- Learning Commons is used significantly in our school

- Exposure to resources (Reliability) - Helping students learn how to learn- Students have choice in their learning based

on the standards

- Ever greening will support UDL - Learning Commons (Growth) - Goal Setting in learning and reflection /

reevaluation (Next Steps) – Supporting students growth between knowing and doing

- Helping students learn how to express their personal needs to improve their learning


Understanding of Curriculum (Where are WE going?) - Understanding of Curriculum and Content Knowledge (FNMI / Cultural emphasis in

Core Program of Studies) - Understanding Curriculum Intent - Vocabulary (Content and Academic) - Focus on Stage One and Two Planning - FNMI – Design learning that emphasizes and celebrates cultural contributions to

Canadian HistoryPlanning for Understanding (Where are WE going?) - Understanding By Design (Choice for improved Relevance and Rigor) - FNMI – Design Understanding for Cultural Contributions to Canadian History,

Culture and Identity - Transferable Understanding and skills beyond the classroom- Develop Higher Order Thinking Skills through Metacognition and Inquiry Based

Learning- Rubric Design (Co-created – Collaborative) (Student Self Assessment)


assessment (CONTINUED). Assessment (Where are WE now? How do WE close the gap?) - Assessment “for” Learning (Targeted - Descriptive / Specific Feedback for Learning – To Scaffold

Instruction and Learning) (FNMI / ELL – Clear Expectations) - Assessment “as” Learning (Goal Setting – Reflection) (Assessment Capable Learners) (FNMI / ELL –

Clear Expectations) - Rubrics (Co-created and Clear) – Tool for Self-Assessment which leads to Deeper Understandings

(FNMI / ELL – Clear Expectations) - Clear Learning Targets / Exemplars (FNMI / ELL – Clear Expectations) - Triangulation of Data (Observations, Conversation, Products) Instruction / Differentiation (How do WE close the gap?) (Develop Strong Pedagogy) - Scaffold Instruction to support student learning and achievement- Multiple Means of Representation (Acquiring) FNMI / ELL– Cooperative Learning - Multiple Means of Engagement (Choice) – FNMI / ELL Support- Multiple Means of Expression (Communication) – FNMI / ELL Support- Stage Three Planning – Planning for Success / Differentiation – FNMI / ELL Support- Metacognition – Thinking about Learning – FNMI Support - Learning to Learn Strategies – Comprehension / Technology / Problem Solving / Collaboration /

Decision Making Process (FNMI)- Making Learning Visible


assessment (CONTINUED).

Build Capacity of Staff - Leadership is Situational – Everyone is a Leader - Monday Collaborative time where all staff meet to discuss learning goals and share examples

of work from students, planning and assessment documents that will guide our own practice to improve student learning.

- Use of Professional Development Friday’s to advance assessment, planning, pedagogy, designing for understanding, building capacity and develop content knowledge and understanding of curriculum.

- Use staff meetings as opportunities to share learning and showcase teacher and student work.

- Increased Learning Coach time to support differentiation of implementation of the literacy program and planning.

- All Staff are involved in Division Office Learning Opportunities to support staff development.

Next Steps: Goal One• Planning for Understanding (Embedded Time) – Clear Learning Targets

for Student learning (Higher Order Thinking Skills – Performance Tasks)

- Entrepreneurial Spirit, Ethical Citizen, Engaged Thinker • Instructional Coach / Learning Coach / Learning Commons Facilitator

work together with staff to plan for understanding• Move use of Inquiry, Assessment (As and Of / Triangulation), Pedagogy

and Differentiation• Professional Development Opportunities for Growth- Know how to Learn, Think Critically, Manage Information, Demonstrate good communication skills and the ability to work cooperatively with others• Marzano/Jackson/Jensen – Supervision Criteria to Focus Work• Opportunities for mentoring and observing • FNMI – Focus on Literacy and Numeracy Development (ELL

Benchmarks)

Goal Two: Improve learning for ALL students by developing healthy relationships with all Educational Stakeholders.

Evidence- Improved Accountability Survey Results - TTFM Survey

a) Student engagement (95 %)b) Club Participation (100 %) c) Students with a positive sense of belonging (95 % Gr. 5 / 6)d) Students with positive relationships (95 %)e) Decrease in students who feel that they are being bullied (10 %)f) Positive Student – Teacher Relationships (95 %)g) Advocacy at School (98 %)h) Positive Learning Climate (90 %)

Improved Results on Longview Survey (Shift 10 % into strongly agree)Pizza with the Principal Improved results Improved Characteristics of a Responsible Learner (2.8 – Respect and Citizenship)


Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.


Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.

80.0 96.1 88.2 85.4 98.8 Very High Improved Excellent

Performance Measure Results (in percentages) Target Evaluation

2010 2011 2012 2013 2014 2014 Achievement Improvement Overall Percentage of teachers, parents and students who are satisf ied that students model the characteristics of active citizenship.


Percentage of teachers and parents who agree that students are taught attitudes and behaviours that w ill make them successful at w ork when they f inish school.


Goal TwoStudents with a positive sense of belongingStudents feel accepted and valued by their peers and by others at their school. · 89% of students in this school had a high

sense of belonging; the Canada norm for these grades is 86%. · 100% of the girls and 79% of the boys in this

school had a high sense of belonging. The Canada norm for girls is 86% and for boys is 85%.

Students with positive relationshipsStudents have friends at school they can trust and who encourage them to make positive choices. · In this school, 86% of students had positive

relationships; the Canada norm for these grades is 80%. · 93% of the girls and 79% of the boys in this

school had positive relationships. The Canada norm for girls is 84% and for boys is 77%.

Advocacy at SchoolStudents feel they have someone at school who consistently provides encouragement and can be turned to for advice. · In this school, students rated Advocacy at

School 7.7 out of 10; the Canada norm for these grades is 4.9. · In this school, Advocacy at School was rated

7.5 out of 10 by girls and 7.9 out of 10 by boys. The Canada norm for girls is 4.9 and for boys is 5.

Student participation in school clubsStudents take part in art, drama, or music groups; school clubs; or a school committee. · 82% of students in this school had a high rate

of Participation in Clubs; the Canada norm for these grades is 49%. · 93% of the girls and 71% of the boys in this

school had a high rate of Participation in Clubs. The Canada norm for girls is 57%and for boys is 42%.

Student participation in school sportsStudents play sports with an instructor at school, other than in a gym class. · 75% of students in this school had a high

rate of Participation in Sports; the Canada norm for these grades is 68%. · 79% of the girls and 71% of the boys in this

school had a high rate of Participation in Sports. The Canada norm for girls is 66% and for boys is 70%.

Bullying and ExclusionStudents are subjected to physical, social, or verbal bullying, or are bullied over the Internet. · 7% of students in this school were victims

of moderate to severe Bullying in the previous month; the Canada norm forthese grades is 26%. · 0% of the girls and 14% of the boys in this

school were victims of moderate to severe Bullying in the previous month. The Canada norm for girls is 26% and for boys is 26%.

Grade Kindergarten Characteristics of a Responsible Learner

Grade 1 / 2 Characteristics of a Responsible Learner

CORL Strategy

• Focus on One Characteristic a month• Teach about the Characteristic for the first

week, provide examples• 3 weeks, Students will journal about evidence

of how they are demonstrating this characteristic

• Students will self-assess that characteristics and set a goal for the next month we cover

• Build Examples of the Characteristics

Pizza with a PrincipalWhat are you most proud of at Longview School?Our team work amongst kids.

The students.

It is nice to have morning recess. I feel like I am ready to learn after burning off some energy.

Students treat each other well and with respect. We are not perfect, but we treat each other better.

There is more energy in the school.

School plays, fun friends, class, and special play.

Everything. I like how it is clean.

That it is small and everybody know everybodies name. The respectful students.

Our staff and how they make us proud for being us.

We are clear about learning.

We have a say in our school. Other schools don't.

We are learning how to learn (How to inquire, comprehend and write)

The staff care about us more this year.

We love our school! It is Awesome.

Pizza with a PrincipalWe focus on other schools too - fundraising to go towards other challengesIt is very respectful and very strict in a good way, compared to other schools.

There are less fights amongst students this year and our lockers are much tidier.

How friendly everyone is. Everything. I am proud when I do a good job.

We get breakfast program, we are kind of lucky. How friendly everyone is here and Longview.

I am proud of all the challenges. In Australia w didn't get challenged, here everything is applicable. We get challenged, at my old school we didn't get help. Here, I get help when I don't understand. We get Treat Cart.

We have great kids. The learning helps you get smart.

Kids are not mean. I think our kids are niceThe students work hard. Everyone knows each other and respects each other. All of the kids care about each other.

Everyone is so friendly and you get to know almost everyone so quickly. All of the students and teachers use team work to plan events. Kids are respectful and help each other.

How teachers help us with our learning.

All of the students work together and the school is small. How small of a school we are. I have improved my reading.

Pizza with a PrincipalNo bullies

Its better than my old school, less kids and teachers expect harder work.

We get food during breakfast program.

Everyone takes responsibility.

I like that we get to do all of the plays.

We have special presentations in our school over the year.

Our students talk very positive about our school and continue to feel at home here.

Our goals will continue to reflect a culture of communication, acceptance and support.

Longview School Data Grade 1 / 2 # Kids Yes No %

Our School is clean and tidy. 12 12 0 100Do you have friends who encourage you to do the right things? 12 10 2 83I know what I am supposed to be learning in class. 12 12 0 100I use a rubric to assess my own learning. 12 9 3 75I receive guideance on what to do to improve my work. 12 12 0 100Do you feel like you are challendged in your learning? 12 12 0 100Is your learning interesting and relevant to your life? 12 10 2 83Do you have choices in how you demonstrate your understanding? 12 12 0 100Does your teacher encourage you to complete your very best work? 12 11 1 92Are you learning the necessary skills to challenge new learning? 12 12 0 100I challenge myself to become a better student? 12 12 0 100Are their clear rules and exepectations for student behaviour in the school? 12 10 2 83Students at my school treat each other with respect. 12 12 0 100My teacher talks to my family. 12 10 2 83We get to talk to experts about our learning. 12 10 2 83I feel comfortable talking to adults at the school? 12 12 0 100Adults care about me at Longview School? 12 12 0 100My teacher(s) make time to help me learn. 12 12 0 100I am Proud of our school. 12 12 0 100

Pizza PrincipalGrade 1 and 2 Results

Longview School Data Grade 3 / 4

# Kids Yes No %

Our School is clean and tidy. 13 13 0 100

Do you have friends who encourage you to do the right things? 13 13 0 100

I know what I am supposed to be learning in class. 13 13 0 100

I use a rubric to assess my own learning. 13 13 0 100

I receive guideance on what to do to improve my work. 13 13 0 100

Do you feel like you are challendged in your learning? 13 12.5 0.5 96

Is your learning interesting and relevant to your life? 13 13 0 100

Do you have choices in how you demonstrate your understanding? 13 13 0 100

Does your teacher encourage you to complete your very best work? 13 13 0 100

Are you learning the necessary skills to challenge new learning? 13 11 2 85

I challenge myself to become a better student? 13 13 0 100

Are their clear rules and exepectations for student behaviour in the school? 13 13 0 100

Students at my school treat each other with respect. 13 13 0 100

My teacher talks to my family. 13 10 3 77

We get to talk to experts about our learning. 13 10 3 77

I feel comfortable talking to adults at the school? 13 12 1 92

Adults care about me at Longview School? 13 13 0 100

My teacher(s) make time to help me learn. 13 13 0 100

I am Proud of our school. 13 13 0 100

Pizza Principal Grade 3 and 4 Results

Longview School Data Grade 5 / 6

# Kids Yes No %

Our School is clean and tidy. 22 20.5 1.5 93

Do you have friends who encourage you to do the right things? 22 21 1 95

I know what I am supposed to be learning in class. 22 21.5 0.5 98

I use a rubric to assess my own learning. 22 22 0 100

I receive guideance on what to do to improve my work. 22 22 0 100

Do you feel like you are challendged in your learning? 22 21 1 95

Is your learning interesting and relevant to your life? 22 21.5 0.5 98

Do you have choices in how you demonstrate your understanding? 22 22 0 100

Does your teacher encourage you to complete your very best work? 22 22 0 100

Are you learning the necessary skills to challenge new learning? 22 22 0 100

I challenge myself to become a better student? 22 20 2 91

Are their clear rules and exepectations for student behaviour in the school? 22 22 0 100

Students at my school treat each other with respect. 22 22 0 100

My teacher talks to my family. 22 18 4 82

We get to talk to experts about our learning. 22 19 3 86

I feel comfortable talking to adults at the school? 22 21 1 95

Adults care about me at Longview School? 22 22 0 100

My teacher(s) make time to help me learn. 22 22 0 100

I am Proud of our school. 22 21.5 0.5 98

Pizza PrincipalGrade 5 and 6 Results

Longview School Data

Total Yes %

Our School is clean and tidy. 47 45.5 97

Do you have friends who encourage you to do the right things? 47 44 94

I know what I am supposed to be learning in class. 47 46.5 99

I use a rubric to assess my own learning. 47 44 94

I receive guideance on what to do to improve my work. 47 47 100

Do you feel like you are challendged in your learning? 47 45.5 97

Is your learning interesting and relevant to your life? 47 44.5 95

Do you have choices in how you demonstrate your understanding? 47 47 100

Does your teacher encourage you to complete your very best work? 47 46 98

Are you learning the necessary skills to challenge new learning? 47 45 96

I challenge myself to become a better student? 47 45 96

Are their clear rules and exepectations for student behaviour in the school? 47 45 96

Students at my school treat each other with respect. 47 47 100

My teacher talks to my family. 47 38 81

We get to talk to experts about our learning. 47 37 79

I feel comfortable talking to adults at the school? 47 45 96

Adults care about me at Longview School? 47 47 100

My teacher(s) make time to help me learn. 47 47 100

I am Proud of our school. 47 46.5 99

Pizza PrincipalOverall Results


- Continue to build a safe and caring culture at Longview School where students feel they are safe, treated fairly, cared for, valued and given voice and choice to enhance our school community. - Continue to have an open door policy for students, staff, parents and community members to develop a strong and collaborative school community through open and honest dialogue with all educational stakeholders. - Support our broad range of programs in the timetable that support Holistic Development of Longview Students (Sports, Music, Art, Drama Productions, Physical Education, Clubs, Intramurals, Talent Show and Share, and Health and life Skills. - Celebrate the unique gifts and abilities of our students in a variety of settings (Performances, Cultural Events, Talent Show and Share, Clubs, etc). - Continue to be involved in the community in multiple ways (Local experts, FNMI community members, Village Representatives, Municipal District Representatives, Parents, Invited Special Guests, etc) - Opportunities for parents and community members to attend Autumn Open House (September) and Eagles Expo (October/February/April) information evenings and Learner Conferences (November/March) regarding program of students, enduring understandings and learner outcomes, curriculum at a glance, AB ED parent handbooks, Assessment/Evaluation and Reporting practices, Information on rubrics, RTI, UbD, and division initiatives.- Communicate to parents about staff learning - Communicate to students, parents and community through curriculum newsletters, classroom blogs school newsletters,

school notes, school council meetings and the school web page.- Pizza with the Principal: an opportunity to receive feedback directly from students about what they like about Longview School and what things we could do to make it better. - Club Wednesdays where activities change each month to attract a variety of students.- Intramurals program once a week which is available to all students and where the activity changes monthly.- Send home monthly reflections by the students on the Characteristics of a Responsible Learner - Communicate appreciation for the great things staff are doing at special events, school council and one on one

conversations (Thank volunteers for their time) - Learner profiles and Students Achieve as vehicles for communicating student understanding of the learner outcomes- Invite Division Office staff to our school Events and to celebrate learning and the great things occuring at Longview

School. - Continue to host special events such as Halloween, Valentines, Sports Day, Terry Fox Run, Christmas Tea, Spring Theater,

St. Patricks Day Events, etc


Strategies Actions Next StepsContinue to build a safe and caring culture at Longview School where students feel they are safe, treated fairly, cared for, valued and given voice and choice to enhance our school community.

- CORL – Focus - Breakfast Program – Entire population

together- Pizza with the principal - Staff are very involved - Clubs- Buddy System for learning- Eagle Pride- Intramurals- Drama Productions (Whole School is

Involved) - Collaborative Art- Common Music Time - Talent Show and Share - Phone Calls (Positive Phone Calls Home) - Eagles Expo- Autumn Open House- Student leading assemblies - Handbooks- Curriculum Guides- Parent Teacher Nights - Senior Citizens (Involvement / invite) - Using a blog instead of a newsletter to

communicate classroom learning - Monthly Newsletter- Special Events

- Reshape CORL - Continuous Staff Involvement with students- Continue to have student involvement in a

variety of areas (Website, Assemblies, etc) - Year End Celebration (Supporting Groups) - Going outside the school walls- Community members involved in our school - External Experts- Pizza with a principal

Continue to have an open door policy for students, staff, parents and community members to develop a strong and collaborative school community through open and honest dialogue with all educational stakeholders.

Support our broad range of programs in the timetable that support Holistic Development of Longview Students (Sports, Music, Art, Drama Productions, Physical Education, Clubs, Intramurals, Talent Show and Share, and Health and life Skills.

Continue to be involved in the community in multiple ways (Local experts, FNMI community members, Village Representatives, Municipal District Representatives, Parents, Invited Special Guests, etc

Opportunities for parents and community members to attend Autumn Open House (September) and Eagles Expo (October/February/April) information evenings and Learner Conferences (November/March) regarding program of students, enduring understandings and learner outcomes, curriculum at a glance, AB ED parent handbooks, Assessment/Evaluation and Reporting practices, Information on rubrics, RTI, UbD, and division initiatives.


Strategies Actions Next StepsCommunicate to students, parents and community through curriculum newsletters, classroom blogs school newsletters, school notes, school council meetings and the school web page.

- CORL – Focus - Breakfast Program – Entire population

together- Pizza with the principal - Staff are very involved - Clubs- Buddy System for learning- Eagle Pride- Intramurals- Drama Productions (Whole School is

Involved) - Collaborative Art- Common Music Time - Talent Show and Share - Phone Calls (Positive Phone Calls Home) - Eagles Expo- Autumn Open House- Student leading assemblies - Handbooks- Curriculum Guides- Parent Teacher Nights - Senior Citizens (Involvement / invite) - Using a blog instead of a newsletter to

communicate classroom learning - Monthly Newsletter- Special Events

- Reshape CORL - Continuous Staff Involvement with students- Continue to have student involvement in a

variety of areas (Website, Assemblies, etc) - Year End Celebration (Supporting Groups) - Going outside the school walls- Community members involved in our school - External Experts- Pizza with a principal

Pizza with the Principal: an opportunity to receive feedback directly from students about what they like about Longview School and what things we could do to make it better.

Club Wednesdays where activities change each month to attract a variety of students.- Intramurals program once a week which is available to all students and where the activity changes monthly.- Send home monthly reflections by the students on the Characteristics of a Responsible Learner

- Communicate appreciation for the great things staff are doing at special events, school council and one on one conversations (Thank volunteers for their time)

- Learner profiles and Students Achieve as vehicles for communicating student understanding of the learner outcomes

Invite Division Office staff to our school Events and to celebrate learning and the great things occuring at Longview School.

Continue to host special events such as Halloween, Valentines, Sports Day, Terry Fox Run, Christmas Tea, Spring Theater, St. Patricks Day Events, etc

GOAL THREE – Improve learning for ALL students through a structured literacy program that focuses on acquiring, creating,

connecting and communicating meaning in a wide variety of contextsEvidence • Plan for Understanding in our Literacy Areas (UbD) • Deeper understanding of learner outcomes and improved communication of understanding in

performance tasks • Improved performance and knowledge of Inquiry Learning (Observations) • Improve reading and comprehension scores using Fountas and Pinnell to an independent level at grade

level expectations (Clear Assessment and Evaluation Criteria)• Common Understanding of Formative Assessment and Assessment Capable Learners• Use reading A to Z to guide reading instruction and assess student progress and improvement throughout

the year• Improve Standard of Excellence in PAT reading comprehension • Improve Standard of Excellence in PAT writing (Narrative and Functional) • Students have clear criteria for learning and are able to use Rubrics to self-assess and address learning

needs• Portfolio of evidence to demonstrate student improvement from beginning of year to end of the year• Improved Standard of Excellence in Math, Science and Social with improved vocabulary and

comprehension strategies • Vocabulary Focus (Or Alternative) – to support all students including FNMI and ELL students language

acquisition

GOAL THREE – Improve learning for ALL students through a structured literacy program that focuses on acquiring, creating,

connecting and communicating meaning in a wide variety of contexts.

Acquiring and Creating Meaning Developing fundamental literacy skills at all levels (Learning to Read) • Improve students knowledge and skills for learning to read• Build Capacity of staff to improve our literacy program across all grades • Improve student vocabulary across all grades (Content Specific and Academic Language) • In all Subject AreasDevelop Comprehension Skills (Reading to Learn) • Develop one comprehension strategy per month • Use comprehension strategies for acquiring knowledge using multiple modalities • Develop an Inquiry Model specific to Longview Student Needs • Developed through all subject areasCommunicating and Connecting Meaning • Purpose for Communicating • Planning for Communication • Organizing Ideas to Effectively Communicate • Multiple forms of Communication (With a focus on Writing) • Edit, Revision and Self Assessment (Vocabulary, etc) • All Subject Areas• Communication that connects beyond the walls of Longview SchoolBuild staff Capacity • Use Learning Coach to develop literacy strength of all staff• Demonstrate and Celebrate learning of staff and students during PD, Staff Meetings, etc

GOAL THREE – Improve learning for ALL students through a structured literacy program that focuses on acquiring, creating, connecting and communicating meaning in a wide variety of contexts.

Strategies Actions Next StepsAcquiring and Creating Meaning Developing fundamental literacy skills at all levels (Learning to Read) • Improve students knowledge and

skills for learning to read• Build Capacity of staff to improve

our literacy program across all grades

• Improve student vocabulary across all grades (Content Specific and Academic Language)

• In all Subject Areas

- Comprehension Strategies (Across) - Inquiry Process- Guided reading - Fountas and Pinnel / Reading A To Z - Common focus (Learning) - Vocabulary Development (Core Subjects) - Different Genres (Non Fiction/Fiction) - Integrating Literacy in the Cores

- Group our students based on needs to provided targeted supports in the areas of literacy (and numeracy).

- Organizing students based on literacy needs and providing supports (Differentiation based)

- Set Standards for Words (Dolch, No Excuse, etc)

- Literacy VISIBLE - Learning Targets for Reading - Literacy Immersion - Read a Louds (Comprehension Strategies)- Continue Other strategies

Acquiring and Creating MeaningDevelop Comprehension Skills (Reading to Learn) • Develop one comprehension

strategy per month • Use comprehension strategies for

acquiring knowledge using multiple modalities

• Develop an Inquiry Model specific to Longview Student Needs

• Developed through all subject areas

- Inquiry Model (Learning to learn) - Multiple Sources for gathering information - Across the Cores- Application of the Comprehension Strategies

throughout the school - Common Rubric across the board- Consistency amongst staff - Providing tools to facilitate learning

- Focus a strategy across all grade levels- Collaborate (Pull resources to target specific

comprehension strategies) - Opportunities to share and collaborate among

staff- Build time within the time table to develop

literacy and collaboration - Student Leadership (To Develop higher Order

thinking skills to develop literacy)

GOAL THREE – Improve learning for ALL students through a structured literacy program that focuses on acquiring, creating, connecting and communicating meaning in a wide variety of contexts.

Strategies Actions Next StepsCommunicating and Connecting Meaning • Purpose for Communicating • Planning for Communication • Organizing Ideas to Effectively

Communicate • Multiple forms of Communication

(With a focus on Writing) • Edit, Revision and Self Assessment

(Vocabulary, etc) • All Subject Areas• Communication that connects

beyond the walls of Longview School

- Common Assessment- Common Genres- Common Rubric- Common Prompt - Differentiation - Peer Editing and Evaluation- Sharing work with peers - Meaningful / Relevant Writing

- Set Standards for Words (Dolch, No Excuse, Content Vocabulary, etc)

- Writing (Persuasive, Narrative, Letter, Expository, Procedural, Descriptive, Poetry)

- Content / Organization – Communication Focus

- Writing for Learning - Writing to Demonstrate Understanding - Journaling (CORL and ACADEMIC) - Student Ownership and accountability in

assessment

Build staff Capacity • Use Learning Coach to develop

literacy strength of all staff• Demonstrate and Celebrate

learning of staff and students during PD, Staff Meetings, etc

- LC met and worked with staff - Staff sought PD - Consistency / On the Same page- Supports and tools provided by LC

- Embedded in the time table - Binders of strategies to create consistency - Learning amongst staff

Grade 1 / 2 Reading

Grade 3 / 4 Reading

Grade 5 / 6 Reading

Next Steps: Literacy• Incorporate Literacy into every subject area to provide a context for

learning. • Make Literacy Visible throughout the building and in every

classroom (Comprehension Strategies, Writing Styles, No-Excuse Words, Sight Words, Vocabulary, etc)

• Use Learning Coach to support planning and literacy development on Planning Days (Guided Reading and Writing, Targeted Interventions, Mentoring, etc)

• Intervention Chart to identify and target struggling learners (Frequent Monitoring)

• Communication Focus (Writing, Speaking, Representing) with a focus on Content and Organization

• Exemplars in Classrooms • Student Self-Assessment

Next Steps: Numeracy (Number Sense)

• Planning for Understanding • Focus on the Seven Mathematical Processes for Teaching• Staff Working as a team to Improve Learning• Teach for Understanding and Fluency in mathematics• Implement Jump Math as a tool for learning

Longview School Goals:

“Students need to see themselves as their own teachers. We must SEE learning through the EYES of each individual STUDENT and Help students EXCEED their own EXPECTATIONS.” John Hattie, 2014

Great Teaching

“Students have opportunities to show their success Through: deliberate peer interaction, instant result - immediate feedback, asking questions,

guided/independent/collaborative practice, Self-reflection, Affective (Emotional) connection that cause the learns to reinvest in their learning.”

John Hattie, 2014

Improve learning for all students by designing for understanding with embedded assessment to ensure intellectual engagement that advances pedagogy and builds capacity.

From Here to There

Where are we now?

What deliberate action steps are required?

Where we are going?

Longview School Goals: Draft One

IMPROVE LEARNING FOR ALL STUDENTS BY DESIGNING FOR UNDERSTANDING WITH EMBEDDED

ASSESSMENT TO ENSURE INTELLECTUAL ENGAGEMENT THROUGH THE ADVANCEMENT OF

PEDAGOGY TO BUILD CAPACITY.

EvidencePedagogy (Assessment “For and As” Learning, Understanding by Design, Differentiation)

Improved Literacy Improved Number Sense Healthy Relationships / Engagement

- Program of Studies (APR) - Education Quality (APR) - PAT (All Cores) - Work Preparation (APR)- Life Long Learning (APR)- Program Access (APR) - Continuous Improvement

(APR)- Value Outcomes (TTFM) - Interested / Motivated

(TTFM) - FLOW (TTFM) - Effective Learning Time

(TTFM)- Relevance (TTFM) - Rigor (TTFM) - Expectations for Success

(TTFM) - FLOW (TTFM)- Collection of UBD on

Common Drive- Improved PAT results- Improved Literacy Results- Improved Math Results- Staff Rubric Results

- Writing (PAT)- Reading (PAT)- Application of different

Styles of Communication- Comprehension Strategies- Visibility of Literacy

Strategies- Sight Words Recognition- No Excuse Words- Phonological Awareness- Alphabet Knowledge (k-2)- Fountas and Pinnell - Planning (Content /

Organization)- Precision Reading- Reading A to Z- Diebels- RTI – Implementation- Program Access (APR)- FLOW (TTFM)- Collection of Writing

Samples (Growth) (Transition)

- Staff Rubric Results

- Mathematical Processes (Visualization, Mental Math, Connections, Communication, Problem Solving, Reasoning)

- Planning for Understanding and Engagement

- Shared Work to Improve Number Sense (Teaching and Learning)

- Math Assessment (Accountability)

- Program Access (APR)- FLOW (TTFM)- Improved PAT Results- Math Processes Visible in

Classroom- Staff Rubric Results

- Citizenship (APR)- Parental Involvement (APR)- Continuous Improvement

(APR)- School Sports (TTFM)- Clubs (TTFM)- Positive Belonging (TTFM) - Positive Relationships

(TTFM) - Effort (TTFM) - Bullying / Exclusion (TTFM)- Advocacy at School (TTFM) - Positive Student Teacher

Relationships (TTFM)- Positive Learning Climate

(TTFM)- Pizza with the Principal

Feedback

ACTION STEP #1: IMPROVE LEARNING FOR ALL STUDENTS BY DESIGNING FOR UNDERSTANDING WITH EMBEDDED ASSESSMENT TO ENSURE INTELLECTUAL ENGAGEMENT.

Action Step One: Improve learning for all students by designing for understanding with embedded assessment to ensure intellectual engagement that advances pedagogy and builds capacity.

Academic Subjects

Reading Communication Number Sense

Designing for Understanding – Focus on designing learning for deep understanding in all subject areas that communicates clear learning targets for students (As a way of thinking as opposed to a template).

- What is the SUCCESS CRITERIA for student learning – Understandings, Key Concepts, Key Skills that students must demonstrate - “What key concepts or learning should be taken from the Curriculum.” Narrow the content for a Deeper Understanding – What are the key concepts and skills that will

allow the students to RELATE and EXTEND their learning to have a DEEP Understanding?- How do we involve students as part of the planning process (Clear learning Targets Visible, Student clarity and commitment to learning, etc).

- Students thrive on Challenge (Tension and Challenge). John Hattie.

- Collaborative Planning time every Friday (1 hour) and Professional Development Fridays- Focus on Stage One (Understandings, Essential Questions, Key Concepts and Skills) and Stage Two Planning (Performance Tasks and Assessment Evidence Collected)

- Stage three – Planning how to get there and is based on great assessment. http://iteachu.uaf.edu/develop-courses/planning-a-course/understanding-by-design/ - Resource

Resource Support from Learning Commons and Learning Commons Facilitator. Assessment - Focus on implementing assessment “for” and “as” learning to guide instruction and student achievement

- Student Participation = Student Achievement - Create clear assessment criteria (Rubrics, checklists, etc) with students as co-creators that they receive before learning

- Develop students who are assessment capable learners (Self-Assessment) who can accurately assess their own work using clear learning criteria, rubrics, checklists and exemplars

- Continuous teacher – student interaction that guides student learning using descriptive, action oriented feedback that relates to the learning goals describing (oral or written) detailing next steps for students to improve their work

- Triangulation of Assessment Data (Products, Conversations and Observations) - Use assessment to guide instruction to clarify learning targets or student misconceptions

The purpose of Feedback (Peer, Teacher, Self) is to provide constant, descriptive, timely information that addresses next steps to CLOSE THE LEARNING GAP Where am I now?

Achievement Gap – What do I need to Do? Where do I need to be?

Differentiated Instruction - http://www.readingrockets.org/article/what-differentiated-instruction What Pedagogical Strategies have the greatest impact?

Skills based teaching / What strategies are essential?Who in the classroom is doing the most work? (Students or Teacher?)

Differentiation Based On: 1) Content, 2) Process, 3) Product and 4) Environment. Influenced by student: Readiness and Interest.

http://iteachu.uaf.edu/develop-courses/planning-a-course/understanding-by-design/

http://www.readingrockets.org/article/what-differentiated-instruction

Action Step One: Improve learning for all students by designing for understanding with embedded assessment to ensure intellectual engagement that advances pedagogy and builds capacity.

Response to InterventionThe RTI framework is governed by Four Essential Components that are integrated throughout the program. (taken from

http://www.rti4success.org/essential-components-rti) These Four Essential Components are integral to the successful implementation of an RTI program and should be observed during the evaluation of the program:

1) Multi Level Prevention System - Students receive access to increasingly intense levels of instruction or interventions based on their academic or

behavioral needs. The following Tiers / Levels indicate the level of intensity provided to students within the framework of RTI: a) Tier 1 (Universal): Is the instructional program that occurs in classrooms meant for all students including differentiating to meet student

needs. This can refer to both academic and/or behavioural needs. These interventions/strategies are designed to meet the needs of approximately 75-85% of the population through High Quality Instruction.

b) Tier 2 (Targeted): Is the instructional program that provides additional support to students who struggle in the classroom or Tier 1 setting. Whenever possible Tier 2 interventions should be classroom based. These interventions are more targeted, intense and focused. This tier is approximately 10-15% of the population

c) Tier 3 (Intensive): Represents a highly specialized and intense level of intervention for individual students whose needs are significant and require interventions from an extended team. Tier 3 interventions are implemented when Tier 1 and Tier 2 strategies are not effective on their own. This tier is 5-10% of the population. This level may include access to Special Education Teachers and additional Division Wide supports. 2) Universal Screening - Schools must develop systematic approaches for assessment that can be used to identify students at risk for poor academic

performance. These screening systems must include Monitoring Factors that evaluate the students learning environment such as: (a) academic engagement time, (b) opportunities to respond, (c ) teacher presentation style, (d) teacher-student monitoring procedures, (e) academic learning time, (f) teacher expectations and (g) student assessments. Student assessment alone is not enough to identify the need for more intensive instruction (Elliot, 2008).

3) Progress Monitoring - Systematic monitoring of progress and effectiveness of individualized supports at each level of intervention through

assessment instruments that provide specific feedback with regards to the students development. This tool can be used to guide instruction. 4) Data Based Decision Making - Occurs at all levels of intervention to determine the level of impact instructional interventions are having and

ultimately guide future instructional decisions based on the students needs.

http://www.rti4success.org/essential-components-rti

http://www.rti4success.org/essential-components-rti

ACTION STEP #2: IMPROVE STUDENT’S LITERACY

• Part A: Acquiring•Part B: Communicating

Action Step Two: Improve learning for ALL students by continuing to improve literacy skills in the areas of Acquiring and Communicating for Learning.

A) Acquiring – Improve Fluency and Comprehension of students to improve Acquisition of Knowledge to Deepen Understanding of Content. - Develop a Love and Appreciation for Reading- Improve fluency and comprehension while Reading - Apply comprehension strategies while Listening and Viewing through read aloud’s,

shared reads, educational video’s, etc

Strategies:- Reading Celebrations / develop a love of reading- K-3 focus on Phonological Awareness, Alphabet and Sight Word Learning (Automatization)- Organize Reading Resources in Learning Commons- Comprehension – Assessment of Comprehension using Predetermined Strategies, Strategies Visible in Classrooms / School, Monthly Strategy Focus and Share, Student Metacognition- Build a Strong Literacy Environment Integrated with Cores (Social, Math, Science – Increase Engagement) (Reading Partners, Buddies, etc)- Improve Fluency by increasing Automaticity of Word Recognition and word attack strategies (Guided Reading, Precision Reading, Dolch Words, Imagine learning, Diebels, Lexia, etc)- Measure our Success through Fontas and Pinnell, Reading A to Z, Precision Reading, Dolch Word Lists, etc- Staff workshop attendance and sharing

Action Step Two: Improve learning for ALL students by continuing to improve literacy skills in the areas of Acquiring and Communicating.

Acquiring - RTI Approach 1) Universal Screening Approach (Fountas and Pinnell – Classroom Teachers with support of Learning Coach). *Screening system and ongoing monitoring must also include factors from the student’s learning environment:

a) Academic Engagement / Learning Timeb) Opportunities to participate / respondc) Instructional Approachesd) Teacher-student monitoring procedurese) Expectations f) Level “A” Assessments

2) Multi Level Prevention System a) Tier One (Universal) – Daily Classroom Instruction (75 – 85 %) – Continue to improve student

literacy skillsb) Tier Two (Targeted) – Additional Classroom Support (Extra time, one to one, etc) (Targeted,

intense, focused) (10-15 %)c) Tier Three (Intensive) – Highly intensive and specialized (Specialist) (5-10 %)

3) Progress Monitoring (Reading A to Z, Dolch Words, Precision Reading, Diebels, etc) - Create a Tracking System on Common Drive - Tier Two Students (8 Week Monitoring) - Tier Three Students (4-6 Week Monitoring)

4) Data Based Decision Making- Collaborate on Interventions to Ensure Growth (Of all Students)- PD Fridays / Collaborative Planning Time / Staff Meetings – Discuss student Growth and build

teaching capacity to meet student needs

Action Step TWO: Improve learning for ALL students by continuing to improve literacy skills in the areas of Acquiring and Communicating.

B) Communicating – Continue to develop Purposeful and Deliberate Communication in students through Writing, Speaking and Representing to improve communicate thoughts, ideas, feeling and information. - Develop a Love of Writing - Focus on the purpose of communication through writing, speaking and representing

Strategies:- Writing Celebrations / develop a Love of Writing - K-3 focus on Phonological Awareness, Alphabet and Sight Word Learning (Automatization)- Organize writing resources in Learning Commons- Planning for Understanding to improve effectiveness of communication through a variety of genres (Narratives, Articles, Journals, Persuasive, Procedural, Letters, Descriptive, Journals, Note Taking, Poetry, etc) - Visibility of Exemplars (Benchmarks for Assessment) and Clear Learning Targets in Every Classroom- Use Common Rubrics to Assess student writing (3 samples over the course of the year)- Ensure excellent assessment practices are used to improve student communication (Identify clear learning targets, student learning gaps and provide clear, targeted, descriptive feedback on how students can improve)- Ensure students clearly understand rubrics for self-assessment using exemplars (Identify learning targets, personal learning gaps and next steps to improve)- Incorporate writing within the core subjects across all grades using a variety of strategies (Journaling, Notes, Essays, Answers, Talking, Videos, etc)- Improve overall Communication through development of Sight Words, No Excuse Words, Conventions, Purposeful Planning, Choice and Self-Assessment.

Building Capacity Staff collaboration is based on the premise that “every child can learn” and is focused on student improvement Identify Students in need of additional support (6-8 Week Monitoring of Students below grade level) PD Fridays / Collaborative Planning Time / Staff Meetings – Discuss student Growth and build teaching capacity to meet student needs Staff workshop attendance and sharing Leadership based on expertise vs position

Action Step Two: Improve learning for ALL students by continuing to improve literacy skills in the areas of Acquiring and Communicating.

Acquiring - RTI Approach 1) Universal Screening Approach (Writing Sample (3x per year) *Screening system and ongoing monitoring must also include factors from the student’s learning environment:

a) Academic Engagement / Learning Timeb) Opportunities to participate / respondc) Instructional Approachesd) Teacher-student monitoring procedurese) Expectations f) Level “A” Assessments

2) Multi Level Prevention System a) Tier One (Universal) – Daily Classroom Instruction (75 – 85 %) – Continue to improve student

literacy skillsb) Tier Two (Targeted) – Additional Classroom Support (Extra time, one to one, etc) (Targeted,

intense, focused) (10-15 %)c) Tier Three (Intensive) – Highly intensive and specialized (Specialist) (5-10 %)

3) Progress Monitoring (Daily Writing, Summative Examples, etc) - Create a Tracking System on Common Drive - Tier Two Students (8 Week Monitoring) - Tier Three Students (4-6 Week Monitoring)

4) Data Based Decision Making- Collaborate about Interventions to Ensure Growth (Of all Students)- PD Fridays / Collaborative Planning Time / Staff Meetings – Discuss student Growth and build

teaching capacity to meet student needs

ACTION STEP #3: IMPROVE STUDENT NUMBER SENSE

Action Step Three: Improve learning for ALL students by focusing on our use of the mathematical processes in Number Sense to build Understanding and Fluency.

A) Mathematical Processes – Focus on deepening planning for deep understanding through the intentional implementation of the mathematical processes to improve Number Sense across all grade levels. - Develop a Love of Mathematics- Improve Fluency and Automaticity to improve Problem Solving in Mathematics- Improved Problem solving through mathematical fluency

Strategies:- Math Celebrations / Opportunities to Develop a Love of Math (Contests, Challenges, Games, etc) Increase Engagement- Organize Math resources through Learning Commons- Collaborative sharing of planning and assessing math understandings- Focus on Planning For Deep Understanding with Mathematical Processes in Mind (Visualization, Mental Math/Estimation, Connections, Communication, Problem Solving, Reasoning and Technology)- Students learn and apply problem solving strategies in math (Anchor charts, content vocabulary, make learning visible, reflection through write, represent and talk) - Ensure excellent assessment practices are used to improve student understanding (Identify clear learning targets, student learning gaps and provide clear, targeted, descriptive feedback on how students can improve)

Collaborative Team- Staff collaboration is based on the premise that “every child can learn” and is focused on student improvement - Shared work (Planning, Instruction and Assessment) of using the Mathematical Processes- PD Fridays / Collaborative Planning Time / Staff Meetings – Discuss student Growth and build teaching capacity to meet

student needs when learning math- Jump Math program instituted school wide with sharing of strategies (Focus on problem solving and Content language)- Leadership based on expertise vs position.

ACTION STEP #4: CONTINUE TO BUILD SCHOOL CULTURE

•

Action Step Four: Continue to build a strong learning community by building healthy relationships in an inclusive, respectful, safe and caring environment that provides students with multiple opportunities to belong.

Strategies:- Reorganize the CORL to focus on one strategy per month and incorporating a reflective journaling component for student self-

assessment evidence.- Send home monthly reflections from students and staff from the CORL. - Continue to promote two way communication between staff, students, parents and community parents. - Continue to offer high quality programs in French, Art, Drama, Music, Physical Education and Health. - Continue to offer a variety of clubs, intramurals and special events that the students can participate in. - Celebrate to provide opportunities for ALL students to demonstrate their unique gifts and abilities throughout the year. - Continue to celebrate ALL students’ achievement in our reshaped year end celebration. - Continue to regularly communicate with parents / guardians about positive actions and accomplishments of students. - Communicate monthly about the learning that is occurring at each grade level. - Communicate with parents regularly about weekly events and celebrations. - Continue Pizza with the Principal to ensure student voice within the school. - Provide parents with an open ended survey to gather written feedback from parents to identify areas of strength and improvement. - Continue to involve the community in our special events over the course of the year. - Change our Eagles Expo to reflect the goals of the school in Literacy and Math. - Continue to invite Division Office staff to our special events and to participate in our school on a regular basis. - Continue to provide strong comments and curriculum newsletters in our learner profiles. - Communicate regularly about the positive learning and events occurring at Longview School. - Continue to make sure that students are an integral part of our school culture and planning by offering opportunities to express their

voice. - Continue to CELEBRATE what is great at Longview School (Growth and Accomplishments). - Continue to build strong relationships with the greater community (Village of Longview, MD of Foothills and Eden Valley).

longview school education plan 2014-2015 “ it has nice people who respect each other.” “we are...

Documents