PSSC June Meeting

Agenda

• Staffing for 2015 – 2016• Capital Expense Projects• School Improvement Planning• DATA• School Review Process• Plans for the Fall • Fundraising• Technology • Principals Report• Playground Suggestions • Principal’s Year End Report• Principals Evaluation

Staffing

• 2014• Admin 1.3 FTE• Resource 2.6• Guidance 0.7• Homeroom Teachers 20• EA’s 18 + 1 SIW

• VP- to be announced.

• 2015• Admin 1.3 FTE• Resource 2.0• Guidance 1.0• Homeroom Teachers 19• EA’s 13 + new K Referrals

Capital Expense Projects $165 000Building Envelope Roofs Replace wet roof # 16, # 17, # 18

(3466 square feet)1 $60,000.00

Building Envelope Exterior Windows Replace leaking sloped and vertical glass panels on Roof # 13 (463 square feet)

1 $30,000.00

Sub Total (Category) $90,000.00

Building Interior and Additions Description Priority Est. CostInterior Finishes Interior Walls and Partitions Paint hallways, washrooms, some

classrooms and gym3 $30,000.00

Sub Total (Category) $30,000.00

Fire Codes Description Priority Est. CostFire Prevention Fire Alarms Replace fire alarm system to an

addressable system. (65886 square feet)

2 $30,000.00

Sub Total (Category) $30,000.00

Mechanical and Electrical Systems Description Priority Est. CostHeating and Ventilation Humidifier Humidifier upgrades required.

Unit 1 has electrical damage. Unit 2 was decommissioned due to multiple failures. Unit 3 requires repairs and bottles. IAQ problems at this school.

2 $15,000.00

Sub Total (Category) $15,000.00

SCHOOL TOTAL $0.00

School Improvement Planning

• Focus on Fluency and Accuracy progressions for Reading and Mathematics.

•  LITERACY GOALS• 100 % of students will be progress monitored and have their reading fluency measured with Aimsweb grade level assessments. • 100 % of students will be progress monitored and have their writing measured with report card criteria/rubrics. • Numeracy Goal• 100% of students will be progress monitored in math operations using Math Screeners/Fluency booklets.

Aimsweb Data

• Fall 2014 • Spring 2015

Math Screener Data

• Fall 2014 • Spring 2015

Literacy – Year End Report Card Data

Grades K - 5• June Reading • June Writing

District Math Competition

• 15 medals for Lou MacNarin School – Grades 3 – 5

• Math test• Coding Competition• Addition Math Facts• Multiplication Math Facts

Math Awards Mathematica Centrum and Kangaroo Math Competition

• Canadian Champion• Grade 5 Provincial Champions • Kangaroo Competition – Gold

Medals in NB and PEI • Highest Average for NB – Grade

5 and Grade 4

Other Competitions

• Anglophone School District – East – Chess Competition – Grade 5 champion. • United Commercial Travelers Poster Contest winners Grades 3 – 5 • Codiac Transport Video contest winners 5 Chapman• Spirit Award – Technology use in the classroom- 5 Roy.

School Review Process

• Internal Team collected data from Grade Level Teams to complete the indicator forms. There are 124 indicators that the teams reviewed. • The External Team visited in May to collect data over 3 days. • The Internal and External Teams met to compare results. • The Lead Reviewer completed the document and submitted it to the

department, school, and district office.

Celebrations

• Grade Level Teaming  & Academic Partnership • Relationships within grade-level teams are characterized by mutual support and cooperation. • Teachers participate in SIP team meetings every two weeks. SIP team meeting minutes

indicated that teams regularly collect and review data, review goals, identify students experiencing difficulty and plan interventions. Observations indicated that many teachers participate in short-term instructional planning with colleagues.

• The ESS Team meets weekly with a grade-level team to collaboratively discuss student progress and achievement results. Teachers solicit ESS support for struggling learners through weekly problem solving meetings. Educational Assistants reported knowing the PLP outcomes and appropriate methods for supporting the students with whom they work directly. EAs frequently collaborate with Resource ESTs and teachers.

• The school recently hosted a mathematics celebration morning during which students shared mathematics fact learning strategies with parents/guardians to enable them to assist their children’s learning.

Positive Behaviour Intervention Supports

• Staff members are committed to creating a positive learning environment for students. • The Positive Learning and Working Environment Plan defines the roles and responsibilities of

school personnel, community and students, behaviour expectations, procedures (e.g., early morning arrival, cafeteria), policies (e.g. attendance). The plan contains a variety of tiered Positive Behaviour Intervention Supports. Through use of the CHAMPS program, teachers provide direct instruction in appropriate behaviours, provide opportunities to practice, and reinforce expected behaviours.

• Students reported that Playground Pals support conflict resolution between primary-aged students during recess. The Teaching Playground and Teaching Cafeteria initiatives support proactive skill development for safe and successful transitions for students. Parents/guardians can report hurtful behaviour through the school website’s “Support and Report” feature.

• Tell Them From Me student perception survey data indicated that Grade 4 and 5 students rated Advocacy at School (defined as: feeling that someone at school consistently provides encouragement and can be turned to for advice) 7.6 out of 10, compared to the Canadian norm

Student Engagement

• Students are engaged in their learning. There is an obvious positive connection between the teachers’ approach to instruction and student motivation. • Tell Them From Me data indicated that 93% of Grade 4 and 5 students

reported higher rates of interest and motivation, compared to the Canadian norm of 74%. Teachers design lessons to maximize instructional time for learning and transitions between activities are efficient. Observations indicated that students are active listeners, initiate discussion topics, and take obvious pride in their work. Teachers link new information to students’ existing and personal knowledge, support higher-order thinking skills, and use a variety of questioning techniques (e.g., use of open-ended questions, probing) to engage student thinking.

Areas of Focus

• Building representative processes for decision-making, communication and fostering distributive leadership was identified as a priority by the external review team.

Teams at Lou MacNarin School 2014 - 2015

ADMIN

ESS

SIP

Literacy

Numeracy

If It Hurts

Data

ICT

Professional Learning

• Strengthening collaborative planning and inclusive support for ALL learners was collaboratively identified as a priority.

Planning for the Fall

• Survey teachers• Survey Educational Assistants• Review Data from 2014 – 2015 and Teachers Share Celebrations • Team building activities• Develop Professional Learning Plans – Survey staff to determine what

staff want/need and who on staff can provide professional learning. • Develop Professional Learning around Personalized Learning Plans• Develop Core Leadership Team• Develop School Improvement Plan Goals and Data Collection

Fundraising

• Magazine Campaign• Bonte Cookie dough• New for 2015 – suggestions• Ford U Drive• Read a thon• Non profits• Epicure• Dissolve Laundry

• Garbage bags• Menchies• Bottle Depots• Gojis• K cups• Greco coupons• Math games• Gift Cards• Competitions at school

Technology Projects

• iPad Cart 30 iPad minis• IBM Learning Upgrade• New Projects• New wiring for internet connections (3 plugs)– Grade 2 class • New mounted Projectors – Mrs. Butler – compliments her smartboard

• Madame Robichaud • Madame Roy• Mrs. Zwicker

Principals Report

• Times and Transcript – Last Day of School Photo• PALS BBQ• Home and School Cupcakes • United Way Day of Caring• Grade 5 Celebration• Awards Ceremony• Talent Show• Velo Tour • School Review• Dieppe 25 Years in the Future• Majesta Trees of Knowledge – 1000.00• Home and School Pancake Breakfast• Math Competitions

Playground Suggestions

• Swings• Slides• Climbing/Mission Impossible Structures• Benches• Coat Hooks• Balls• Soccer Nets• Basketball Net

Principals Year End Report

• This year at Lou MacNarin School our School Improvement Planning focused on fluency and accuracy in both reading and mathematics. We work very hard to identify where we are in our learning and plan to learn one more thing every day. Our data collected by teachers tells us that we made significant gains in reading and mathematics. This was accomplished by having children engaged in their learning. Staff were diligent about planning learning opportunities for children that stretched them to the next learning objective. Some children made gains quickly and continued to be challenged to learn even more. Some children took longer to show gains but were persistent in working toward their next goal. We worked to engage parents, guardians and stakeholders in helping us to support every child in their learning.

Positive Learning and Working Environment• This year, our school community worked very hard to be bucket fillers. We are

working to develop our prosocial skills through a variety of learning opportunities. Children practice expected behaviors – following our CHAMPS protocols. This is a research based program that is used school wide. When children struggle to meet school expectations, they are able to develop these skills in a variety of learning environments. They may meet with guidance or administration, join a club, work and play in a more closely supervised learning environment, read social stories, role play how to be a good friend, help someone, have a playground partner, or take some time to reflect and make a plan to do better next time. Children who have mastered these skills have the opportunity to be a playground PALs and peer mentors, to be a leader. We want to provide timely support when needed and fade it as children develop the skills needed to navigate their social worlds.

Principal’s Evaluation