riverheights school - brandon school division · at present, there are 396 students attending our...

Riverheights School 2011-2014 School Profile - 1

Riverheights School


ANNUAL SCHOOL PLAN 2012-2013

Principal’s Message The School Development planning process has proven to be an effective model for identifying student achievement levels, and from there, providing direction for improving student achievement. The attached plan has been developed via input from Riverheights Staff, based on student achievement scores. I look forward to working with all staff to meet the outcomes as set out in this plan. Parent Council The Riverheights Parent Council plays an active role in the school community by working in conjunction with students, parents and educators. It is our hope that together we can all work toward the betterment of those involved in the education process.


School Profile Demographic Data At present, there are 396 students attending our school. Unique to Riverheights School is the Early Years and Middle Years Life Skills program supported by the Brandon School Division. These students are bussed to Riverheights School from a variety of areas across the city. Our school boundary includes an area south of Richmond Avenue and east of 18th Street. Students from this area are also bussed to Riverheights. The school’s staff includes 32 teachers, a full-time administrator, a .25 FTE Vice Principal, a full-time administrative assistant and custodian, 2 custodial assistants, and 39 paraprofessional staff. School Organization Riverheights School offers the regular English K-8 program using Manitoba Education and Training curricula. Kindergarten classes attend for full days on alternate days. Basic French is taught in grades 4 through 6. Options at the grade 7 and 8 level are French/Community Issues and Art/Band. Grade 7 students attend Home Economics and grade 8 students attend Industrial Arts once per cycle. Specialist teachers teach music, physical education, and library skills. Special Needs support is provided through Reading Recovery, Early Years Literacy teacher and EA and the resource and guidance specialists. As well we have access to a Brandon School Division psychologist, speech-language pathologist, and social worker. In addition, students with developmental delays are supported through the Life Skills program. School Partnerships Parents are encouraged to participate and to celebrate in classroom activities, school programs, Parent Council, and volunteer programs at Riverheights. Through these partnerships, open communication and cooperative planning help to provide a positive environment for student success. The school has an active group of volunteers who assist our educational programs in many ways on a daily basis. Parent Council meets on the first Tuesday of each month at 7:00 pm. The council commits to assisting with planning of the school’s yearly calendar of events and providing a generous amount of funding in order to provide a variety of enrichment activities for students. Such activities include cultural activities, additional learning and instructional resources and extra-curricular assistance.


Vision Statement: To be a centre of educational excellence, built on community partnerships, effective leadership and exemplary practices. (Brandon School Division)

Mission Statement: Riverheights School Community has an ongoing commitment to develop individual potential in a safe and positive learning environment, and to promote responsible citizenship through programming that supports excellence in teaching and learning. Values Statement: - We value the celebration of individual differences. - We value a safe and positive learning environment. - We value the inclusion of all shareholders. - We value excellence in teaching and learning. - We value responsible citizenship. Positive School Climate Riverheights School Guiding Principles: To promote successful people, academically, emotionally and socially. To facilitate clear communication among all – teachers, students, parents, and community. To provide and maintain a safe learning environment. To promote good citizenship – respect and dignity for all.

The Riverheights School Code of Conduct is based on the premise that: a safe school is one where people can work and learn in an atmosphere of respect; a safe school is welcoming, supportive and positive; everyone in the school – students, staff, volunteers, and visitors have the responsibility of working together in a way which respects the rights of all persons involved in the learning process; everyone has the right to be SAFE and ENJOY school.


RIVERHEIGHTS ROYALS BEHAVIOUR CHART

CLASSROOMS OTHER SCHOOL AREAS PLAYGROUND COMMUNITY

Be Respectful -listen attentively -use indoor voice

-respect properties -walk quietly -stop & listen to announcements -use indoor voice

-respect environment -use school grounds for sports only

-use appropriate language

Be Responsible -be on time -take care of your things

-keep areas clean -use own door

-be helpful/kind -display good sportsmanship

-follow patrol instructions -use bikes, skateboards & roller blades safely

Be Safe

-follow classroom rules

-take turns -use equipment properly -use B-door slide hill safely

-use crosswalks -stay out of parking lot & off of private property

Non-Negotiable – Bullying Physical Force Snowballs No cell phone usage in school

……….Feel Respected……….

……….Belong……….

……….Feel Safe……….

….. Show courtesy to all…..

…..Be A Positive Role Model…..

…..Keep Hands/Feet to self…..


Assessment and Reporting The assessment process at Riverheights includes the development of learner profiles for each reporting period. Included in these learner profiles are self-assessments and reflections, teacher assessments, and goal setting. Student led triad conferences have been used at Riverheights for many years and are considered institutionalized by this community. Students meet first with their parents/guardians sharing their portfolios and learner profiles and are then joined by the teacher to plan goals for the next term. Early Years teachers also invite parents/guardians to school frequently for ‘Celebrations of Learning’ at the end of units of study. Parents of all students are invited in at the end of the school year to celebrate with their child the completion of the year’s work in portfolios and learner profiles. This is done only between parent/guardian and child at this time. The learner profiles also serve as transition information for receiving teachers. The Riverheights staff uses a large variety of assessment tools for the development of the learner profiles. These include placement on reading and writing continua, identifying level of “just right” books at Early years, common spelling assessments that show growth over time, criterion referenced assessment, particularly in the area of mathematics, and performance based assessments, particularly in physical education and fine arts areas.


Grade 3 2009-2010 Formative Numeracy Assessment Fall 2009

School: Riverheights Number of Completed Assessments: 39 2009-2010 School Score BSD Score (Mean) Algebraic Sense - A 50.8 50.0 Algebraic Sense - B 47.6 50.0 Number Sense - A 51.4 50.0 Number Sense - B 47.5 50.0 Total Score 49.4 50.0


Grade 3 Formative Literacy (Reading) Assessment Fall 2009

School: Riverheights Number of Completed Assessments: 36 School Score BSD Score (Mean) Reading Reflection 53.1 50.0 Reading Skills, Strategies 50.7 50.0 Reading Comprehension 51.9 50.0 Total Reading Score 51.9 50.0 Total Literacy (Reading & Writing) Score 49.8 50.0


Grade 3 Formative Literacy (Writing) Assessment Fall 2009

School: Riverheights Number of Completed Assessments: 40 School Score BSD Score (Mean) Ideas 48.8 50.0 Organization 48.7 50.0 Word Choice 44.1 50.0 Sentence Fluency 45.1 50.0 Conventions 47.6 50.0 Writing Total 46.1 50.0 Literacy Total (Reading and Writing) 49.8 50.0


Grade 5 Formative Numeracy Assessment Fall 2009

School: Riverheights Number of Completed Assessments: 31 Strand School Normalized Score BSD Normalized Score N 49.2 50.0 SS 55.1 50.0 PR 52.8 50.0 SP 40.6 50.0 Total Test 49.6 50.0

NC: Numerical Concepts SS: Shape and Space PR: Patterns and Relations SP: Statistics and Probability NC: Numerical Concepts SS: Shape and Space PR: Patterns and Relations SP: Statistics and Probability


Grade 5 Formative Literacy Assessment

Fall 2009 School: Riverheights Number of Completed Assessments: 32 School Score BSD Score (Mean) Reading Non-Fiction 50.0 50.0 Reading Fiction 46.3 50.0 Writing Paragraph 54.5 50.0 Writing Poetry 50.7 50.0 Poster Task 43.2 50.0 Total Score 50.9 50.0


Grade 7 Formative Numeracy Assessment Fall 2009

School: Riverheights Number of Completed Assessments: 35 Strand School Normalized Score

BSD Normalized Score

NC 48.6 50.0 SS 48.9 50.0 PR 51.2 50.0 SP 47.2 50.0 Total Test 49.8 50.0

NC: Numerical Concepts SS: Shape and Space PR: Patterns and Relations SP: Statistics and Probability


Grade 7 Formative Literacy Assessment Fall 2009

School: Riverheights Number of Completed Assessments: 35 School Score BSD Score (Mean) Reading 45.8 50.0 Writing 56.0 50.0 Total Test 51.2 50.0


Riverheights School Development Plan 2010-2011

School Goals in Quality Teaching/Learning Actions

Expected Student Achievement

Results

Quality Support Services Required Comments

Riverheights SDP Team members: Sandi Arthur Shelley Hamilton Sharon Bartley Marty Jordan Tyson Ramsey John Minshull

1.To increase individual student achievement in numeracy.

K-2 - Do a gallery walk of math resources - Implement ORIGO math program - Plan and implement a math

celebration with staff, students and parents

- Download digi-block lesson plans and centralize these resources

- Share lesson plans among grade alike-teacher

3-4 - Share grade packages for algebraic

reasoning and geometry - Use of SMART BOARD as a

manipulative (Touch math, Digis,) - Develop materials and plans for using

the SMARTBOARD regularly within the classroom

5-6 - Incorporate consistent review of basic

operations - Incorporate authentic tasks into daily

instruction to assist in engaging all students

- Regular collaboration with grade-alike partners to share, plan, develop and celebrate

- Consistently involve students in the assessment process

7-8 - Design an integrated multi-age activity

to assist in engaging all students - Centralize manipulatives and other

resources - Consistent use of SMARTBOARD and

other technologies in daily instruction

- Sharing of Educational Assistants within classrooms to enhance one to one and small group instruction for students

• 85% of students will meet

grade level or adapted outcomes as shown on the report card by June.

K – 2 - Numeracy Consultant- Full day for

staff to meet, consult and plan for implementation of ORIGO math program. Two more half days with consultant to review and plan, and then to prepare resources for classrooms and home use.

3-4 - SMARTBOARD training on site by

the BSD IT Department, as well as time with Numeracy Consultant.

5-6 - Develop a partnership with Sandy

Margetts and her students from BU

- Numeracy Consultant – Release time to meet, share, and plan for introduction and integration of the ORIGO math program

- Purchase of materials, print and on-line subscriptions

7-8 - Consistently utilize resource and

EA support to enhance programming and delivery

- Numeracy Consultant – Share new resources to enhance differentiation and assist in planning adapted programs

- PD relating to ORIGO math


School Goals in Quality Teaching/Learning Actions

Expected Student Achievement

Results

Quality Support Services Required Comments

- Develop consistent planning times for collaboration and discussion of “Best Practice” as it relates to numeracy, including EAL and HALEP staff


School Goals in Quality Teaching/Learning Actions Expected

Student Achievement Results Quality Support Services

Required Comments

Riverheights

2. To increase individual student achievement in literacy.

K-2 - Utilize a team approach to complete

the Observation Survey with all grade one students in September and May to track student progress

- Gallery walk of literacy resources - Explore and implement “Write Traits”

program at 1 / 2 level. - Attend Sharon Taberski session in

November as a 1 / 2 team, then collaboration time to implement new strategies

- Involve the Literacy Support Teacher and Educational Assistant in whole class instruction to introduce Faye Brownlee strategies to students and staff

- To involve the EAL teacher and consultant in planning with classroom teachers to meet the needs of our EAL students

3 – 4 - Incorporate the Faye Brownlee

“Clothesline” approach to display the writing process and assist in promoting consistency across the grades

- Develop a timeline among the 3 / 4 classes to allow for a more consistent approach in covering the themes.

- Gallery walk of literacy resources - Utilize the literacy support assessment

in the regular classroom to assist in programming for all students (Assess in September and May)

- To involve the EAL teacher and consultant in planning with classroom teachers to meet the needs of our EAL students

- Involve the Literacy Support Teacher, Teacher Librarian and Educational Assistant in whole class instruction to introduce Faye Brownlee strategies to students and staff

• 85% of students will meet

grade level or adapted outcomes as shown on the report card by June.

K-2

- Release for teachers to complete the survey with students as part of a team approach (Lori, Sandi, Dale, Joanna, Jennifer, Carolyn, Shelley, Katherine)

- Release time to meet after PD session with Sharon Taberski

- Literacy Support Team to support whole class instruction

- Joanna Ford- To involve Joanna in guiding and assisting with EAL philosophy, strategies and resources.

3 – 4 - Literacy Support Team to support

whole class instruction - Joanna Ford- To involve Joanna in

guiding and assisting with EAL philosophy, strategies and resources.


School Goals in Quality Teaching/Learning Actions Expected


Required Comments

5 – 6 - Complete a curriculum review as a

team and build comprehension strategies into daily activities

- Incorporate direct teaching of vocabulary using word maps and graphic organizers

- Specifically teach representation of learning through rubrics and exemplars

- Provide leveled text at all grade levels - Provide choice for students when

responding to literature - Consistently incorporate teacher read

alouds into instruction to model and guide student practice before students are expected to be completely independent

- Use if Literature Circles to address the range of reading levels in each class

7 – 8 - Collaborate to design units which

incorporate choice, multiple intelligences, and technology

- Consistently incorporate diverse methods of reading into daily instruction

- Examine ways to incorporate technology into daily instruction on a consistent basis

- Incorporate Literacy Place program at the grade seven level

- Work with EAL teacher to develop plans to meet the needs of EAL learners

5 – 6 - Cory Nevill to assist with resource

team and teachers in developing consistency in literacy instruction

- Joanna Ford- To involve Joanna in guiding and assisting with EAL philosophy, strategies and resources.

7 – 8 - Utilize HALEP, EAL staff, and

teacher-librarian to assist in developing units which meet the needs of all learners

- Release time to plan and gather resources for effective instructional practices

- Release time to collaborate with IT department on incorporating technology into regular instructional practices


School Goals in Quality Teaching/Learni

ng Actions Expected


Required Comments

Riverheights

3. To develop social responsibility in all students.

- Continue with the K – 8 multi-age

activities - Continue to collaborate with grade

alike staff to build community - Implement “At My Best” program - Continue with the K – 4 multi-age

theme/unit which incorporates the multiple intelligences

- Plan a Cultural Awareness Celebration - Consistent review and use of the

school behavior matrix - Leadership Team to continue its

charity work within the larger Brandon community

- Leadership team to continue its efforts in promoting positive experiences for all students

- Conduct a student survey relating to school culture and climate

- Provide a welcoming environment for the Early Life Skills students and staff

- Team with school Social Worker to pilot the “Strong Kids” Program within the school.

• 90% of students will

consistently exhibit appropriate behaviours as indicated by the social responsibility section of the report cards.

• 50% of the individual students identified as “red zone” will move into “yellow zone” and/or “green zone” by June.

- EBS committee release time to

plan activities - Riverheights School Student

Leadership team to support the EBS initiatives

- Counselor to continue her work in social skills training for students

- School Resource Officer to lend expertise in social skills training

- Provide release time for Student Leadership Team Leaders to plan with the team of students

- EBS/ Resource Team to identify red zone students by the end of September. Provide opportunity for the RH team to meet and discuss programming for the identified students (Minimum of twice per month)

- Social Worker, Bill Bolley, to work with staff and students to bring the “Strong Kids” program

to identified classrooms. (Ten lessons of instruction to the target groups.)

riverheights school - brandon school division · at present, there are 396 students attending our...

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