SCHOOL GROWTH PLAN 2016-2017

READING

School BackgroundDavis Bay Elementary (DBES) is a small rural school that has grownsubstantially from 47 to 177 students. Over the past 4 years there has been a steady increase in the student population with growth occurring mainly in the primary grades, although increases have occurred throughout K-7. Four out of eight classes form the basis of the Nature Education for Sustainable Todays and Tomorrows Program (NEST). Four of the classes at DBES consist of multi-age groupings of grade K/1, two classes of grades 2-4, and one grade 5 - 7. NEST classes are made up of a Kindergarten class, grades 1&2, grades 2/3 and a grade 4/5/6 class.There are 25 students with Aboriginal ancestry, 17 in ESD and 7 students who are English Language Learners (E.L.L.). As of October 2016, there are 39 identified students with special needs within the general school population. The number of identified students has grown by nearly 25% since the completion of the 2015-2016 growth plan. (Of note: 27% of these students identified with special learning needs are Aboriginal).The school has enjoyed a long tradition of solid academic performance as indicated by provincial assessment and classroom assessment. The acquisition of solid reading skills, complimented by other literacy skills in the areas of writing and oral language will provides DBES students with a balanced literacy foundation to support them in being successful and engaged in the remainder of their formal education.Due to low enrolment and a very small sample size in the previous years, results on the Foundation Skills Assessment (F.S.A.) and the Middle Years Development (M.D.I.) for Grade 4 & 7 students have been masked.

Data Summary

F.S.A. data was masked due to the small number of students in Grades 4 & 7. An analysis of the Student Response Booklets from the F.S.A.’s found that responses reflected student achievement data as recorded by their teachers.June 201661% student population meeting or exceeding expectations 62% primary students meeting or exceeding expectations 60% intermediate students meeting or exceeding expectations

Data AnalysisThe number of Aboriginal students not yet meeting or minimally meeting expectations in reading is 60%, which is significantly higher than for non-Aboriginal students. This is consistent for the past three years.• 39% of the school population are not yet meeting or minimally meeting expectations in reading.

Targets December 2016 March 2017 June 2017Specific students will be identified as not yet meeting, or minimally meeting expectations in reading (Nov. 2016)

Students identified as not yet meeting or minimally mtg. expectations (Nov. 2016) will have made significant growth in reading comprehension, decoding and word recognition skills, and /or phonemic awareness, based on age and stage. These students will demonstrate

95% of DBES students will be meeting or exceeding expectations in reading as identified by classroom, and standardized assessment: PM Benchmarks; DA.R.T. or other tools.

positive growth and engagement toward reading and language arts activities.

Progress on Target

Nov. 2016 Most classrooms have completed standardized assessment and achievement indicated on report cards.

To complete when date is reached.

To complete when date is reached.

Strategy/Action Plan

Davis Bay will be adopting a ‘growth mindset’ approach to reading with students. Our message regarding reading being a ‘work in progress’ will be evident in our language (communication) with students and parents. An understanding will be cultivated with parents that reading skills: decoding, comprehension, and fluency are on a continuum (of growth and improvement). Growth will be acknowledged and celebrated in both small (daily feedback and encouragement) and big (assessment, prizes at book fairs) ways! We will also:

Hire a Librarian and/or Literacy Support for min. 0.4 position Complete Fall, and Spring standardized assessment using the

DART and PM Benchmarks. Do regular (quarterly) assessment on those identified.

A complete student summary of reading, writing, numeracy, and social responsibility – as based on the Performance Standards – will be completed in June 2017.

Create opportunities for collaboration with the DBE CARE team. This will include on-going discussions and inquiry project updates regarding reading goals, assessments and approaches that will be incorporated into monthly staff meetings.

Use of Kurzweil, Co-Writer, Snap Read and Lexiacore 5 to enhance literacy skills. Staff training and support will be provided throughout the year.

Schedule 1 – 1 and very small reading groups for skill reinforcement for the most vulnerable readers – Literacy Support and Special Education teacher

Invest in and expand literature available for self-selection that is of interest to students and supports a variety of independent reading abilities.

Invest in and expand thematic instructional reading resources for guided reading classroom instruction.

Support staff (CARE) team to participate in the Young Readers Project and the Faye Brownlie Series.

Reading Success: opportunities to celebrate reading achievements on a regular basis – book fairs, district anthology, school announcements, celebration assemblies, home correspondence, school newsletter, book talk with the principal, etc.

Expand the “Community Reader” and PAWS to Read program targeting our most vulnerable readers as participants.

Engaging Parents

We will be engaging parents and community in a multitude of ways including working along side our PAC to run at least one annual book fair (with a theme) per year as well as 2 other reading ‘theme’ celebrations and/or contests to encourage and increase reading. We will regularly invite and feature “guest readers” from the community, parent group, and school district. Other regular methods of engagement will include:

• Family Literacy Week – school based activities• Home Reading “Bag of Books” Program • Reading with your child “Tips” in school newsletter• Nightly home reading • Kurzweil, Lexicore 5, Co-writer and Snap Read training for parents• Community Reader and PAWS to Read Program

Engaging Aboriginal Educational Team

Expand the instructional support role performed by the Aboriginal Education Support Teacher to include literacy instruction in the context of the classroom along side the classroom teacher.

Consult regarding culturally relevant texts and units of study. Bring in Mobile Museum

Connections to District PlansThe District Strategic Plan, and Draft Aboriginal Enhancement Agreement each articulate the desired outcome whereby the students in S.D. 46 are meeting their potential at each grade level. Specifically, reading is referenced as a life-long skill whose acquisition is valued and is critical for students.

The District Strategic Plan identifies the following literacy goal: 1 b Our students will read at or beyond their grade level. They will discover joy in their reading.

The District Strategic identifies the following strategies/actions: Actively solicit and engage parents and teachers as partners in

education. Increase the use of digital technology within our literacy

instruction. Collaborate more fully with Aboriginal Education Support Teachers to support our Aboriginal learners in their reading.

Aboriginal Enhancement Agreement Goal no. 1 is to increase Aboriginal academic success at all levels: Kindergarten to Grade 12.

Budget:

Professional Development: Scheduled release of teaching staff two times per year in the

afternoons to discuss school reading goal (8 x .4 x 2 = $2,560). Provide a variety of professional materials for staff to read and

discuss at staff meetings, and scheduled release times ($ 1,500); ie. Growth Mindset; articles from MindShift and other publications.

Staff participating in the CARE collaborative / Faye Brownlie Series

On-going Kurzweil, Co-Writer, Lexicore and Snap workshops provided by Sandy M.

Coast Reads and collaborative consultation with David Barnum and Kirsten Deasey

Resources:Professional resource bin/basket purchased and established for each classroom. Resources will remain in the classroom; resources will be available to all new staff members of D.B.E.; shared resources will be kept in the SST office:

- Catching Readers Before They Fall P. Johnson, K. Keier, 2010- Reading Power , Nonfiction Reading Power, and Writing Power, A.

Gear- Comprehensive Literacy Resource, Miriam P Trehearne

Thematic novels for guided reading ($1200 total) More student books High interest books for self-selection and “Bag of Books” home

reading – Library budget • Librarian 0.4: $36,835

Team Members:

This plan was written, revised and updated with input by DBES staff members, PAC members and Aboriginal Ed. Teacher(s) through discussion, consultation and “dotmocracy” methods.

SCHOOL GROWTH PLAN 2016-2017

Social Responsibility

School BackgroundDavis Bay Elementary (DBES) is a small rural school that has grownsubstantially from 47 to 177 students. Over the past 4 years there has been a steady increase in the student population with growth occurring mainly in the primary grades, although increases have occurred throughout K-7. Four out of eight classes form the basis of the Nature Education for Sustainable Todays and Tomorrows Program (NEST). Four of the classes at DBES consist of multi-age groupings of grade K/1, two classes of grades 2-4, and one grade 5 - 7. NEST classes are made up of a Kindergarten class, grades 1&2, grades 2/3 and a grade 4/5/6 class.There are 25 students with Aboriginal ancestry, 17 in ESD and 7 students who are English Language Learners (E.L.L.). As of October 2016, there are 39 identified students with special needs within the general school population. The number of identified students has grown by nearly 25% since the completion of the 2015-2016 growth plan. (Of note: 27% of these students identified with special learning needs are Aboriginal).Most notably this increase coincides with the perception of an increase of aggressive play, poor pro-social play, a decrease in familiarity and connection between students as well as poor coping mechanisms and emotional dis-regulation and distress.

Data SummaryBC Performance Standards: Social Responsibility June 2015 66% students overall meeting or exceeding expectations34% students not yet meeting or minimally meeting expectationsMDI 2014 Grade 4Self-Esteem: Medium to Low

Well-being: higher than district and provincial average at 17% and 8 with High Well-being lower than district and provincial average at 75%

Happiness: Well below the district and provincial average at 50%Self Regulation (long-term): Medium to Low Well-being is 2x higher

than district and provincial averageSelf Regulation (short-term) High level of well-being is below district

and provincial average; Medium to Low level is above the district and provincial average

Office referrals from September – November (2016) indicate a high level of impulsive and aggressive interactions. Students are also presenting with a low tolerance to frustration and ‘grit’ (resilience). The amount of daily incidences is a high level of concern as is the high level of violent incidents of student to student, and in some cases, student to staff.

Data AnalysisOffice Referrals for the beginning of the 2016/17 school year, and data collected from staff using the social responsibility Performance Standards, indicate that primary students need significant support to solve conflicts in a peaceful manner and with self-regulation. Documented incident reports from the Sept. – Nov. 2016 school year indicate that there is a high level of repeated aggressive behaviours presenting. Informal observations of primary students generally indicate a lack of positive social skills and a low frustration tolerance leading to emotional outbursts, unwanted behaviours, and aggressive behaviours that require a high degree of supervision and intervention.

Targets December 2016 March 2017 June 2017Data collected using the BC Performance Standards: Social Responsibility, and report cards to provide a current baseline given the increase of

75% of students identified as not yet meeting or minimally meeting expectations as indicated by the B.C. Performance Standards for Social

95% of students identified as not yet meeting or minimally meeting expectations as indicated by the BC Performance Standards for Social

incidents in the beginning of the school year.

Identify specific students requiring support in this area.

Provide support and action and/or safety plans for those students identified.

Responsibility: (Dec. 2016) will be meeting or exceeding expectations.

Responsibility: (Dec. 2016) will be meeting or exceeding expectations.

Progress on Target

In progress To complete when date is reached.

To complete when date is reached.

Strategy Action Primary students will all be taught the evidence based Second

Step problem-solving steps (STEP); this will be reinforced with staff when problem solving on the playground and in classrooms.

All students will be taught emotional regulation strategies through teaching time with the Principal and the School Counsellor; the students will be taught to “name it (the feeling) claim it (own it as theirs) and tame it (manage it)” as well as to be able to self-reflect and identify the “zone of regulation” that they are in.

Additional classroom and supervision supports will be put into place so that staff may problem solve ‘on the spot’ as students either enter or are in conflict.

All staff will be trained in CPI (Non-violent intervention skills) All staff will be trained in Circles of Peace restorative/restitution

practices (staff trainings) – supported by SCCS “Circle Forward” manuals will be available for all staff (and

classrooms) - supported by SCCS

Engaging Parents Advertise and promote on-going programs / presentations

offered in the district. ie. Anxiety, restorative practices at home Offer parent education evenings to explain school programs and

approaches in order to reach understanding and for potential reinforcement of skills and practices at home

Continue to utilize Community Services personnel to promote and model pro-social behaviours and deal with anger and aggression issues in the children

Newsletters and information at PAC meetings.

Engaging Aboriginal Team

Individual student support Attendance at student meetings, circles, IEP development Lead girls’ group/ boys’

Connections to District Plan

District Strategic Plan identifies the following:1.d Our students will develop social and emotional skills to successfully live, work and play together; they will have the resilience to deal with life’s challenges.1.e Our students will be supported in learning skills and awareness to manage their mental and physical health.

Budget

Professional Development: Scheduled release of teaching staff once per year in the afternoon

for specific program skills training

(8 x .4 = $1,280) Circle Forward Manuals ($80 X 6 + $480) CPI training – CUPE/TTOC coverage (approx.. $1000) or on-site

training with Ursula Hardwick, Principal on Pro-D

Resources:Workshop facilitators (i.e. Evelyn Zellerer, Circles of Peace; other TBA in partnership with CSCS)

Principal: Ursula Hardwick

Team MembersThis plan was written, revised and updated with input by DBES staff members, PAC members and Aboriginal Ed. Teacher(s) through discussion, consultation and “dotmocracy” methods.Consultation with Evelyn Zellerer, Circles of Peace has been initiated and will be on-going.

SCHOOL GROWTH PLAN 2016-2017

Career

School BackgroundDavis Bay Elementary (DBES) is a small rural school that has grownsubstantially from 47 to 177 students. Over the past 4 years there has been a steady increase in the student population with growth occurring mainly in the primary grades, although increases have occurred throughout K-7. Four out of eight classes form the basis of the Nature Education for Sustainable Todays and Tomorrows Program (NEST). Four of the classes at DBES consist of multi-age groupings of grade K/1, two classes of grades 2-4, and one grade 5 - 7. NEST classes are made up of a Kindergarten class, grades 1&2, grades 2/3 and a grade 4/5/6 class.There are 25 students with Aboriginal ancestry, 17 in ESD and 7 students who are English Language Learners (E.L.L.). As of October 2016, there are 39 identified students with special needs within the general school population. The number of identified students has grown by nearly 25% since the completion of the 2015-2016 growth plan. (Of note: 27% of these students identified with special learning needs are Aboriginal).

Targets December 2016 March 2017 June 2016Establish a base-line for students for students in terms of their abilities, skills and interests.(Multiple Intelligences; my blueprint)

All students will have a greater appreciation of their skills, abilities and interests.

All students will have completed a portfolio or project identifying a potential area of interest in career.

Progress on Target

In Progress. myBlueprint to be introduced by January 2017.

To complete when date is reached.

To complete when date is reached.

Strategy ActionAs per the B.C. revised curriculum that: “The Career Education framework includes five stages, based on the developmentally appropriate Big Ideas, Curricular Competencies, and Content” for each age group and that each stage incorporate the elements of : Awareness, Exploration and Experience . This will form our framework for student exploration of strengths and abilities and it will inform and guide students in the identification of areas of interest and potential career goals.Curricular competencies will be explored by using myBlueprint or other inventories (multiple intelligences, Myers-Briggs personality inventory, etc.) to learn about one’s strengths and abilities. Exploration will be done through guest speakers, research tools (myBlueprint; All About Me) and learning about community; i.e. What work do our parents do? What are some of the jobs/careers in our immediate community? What do they entail?What do we know about them? What do we want to know about them?Exploration may include some field site visits: i.e. RCMP detachment, etc.

Engaging Parents

Parents will play an integral role in the career goals for our school. Our parent community is incredibly diverse in terms of career and profession! Parents will be invited to come and share their career paths, they will be consulted and surveyed by students, and they may even be guest speakers! Parents will be introduced to Myblueprint

Parents and PAC will be involved in the planning of future career goals that may include participating in, going to, or creating a career fair.

Engaging Aboriginal Team Expand the instructional support role performed by the

Aboriginal Education Support Teacher to include career in the context of cultural as well as the classroom along side the classroom teacher.

Consult regarding culturally relevant texts and units of study, but more importantly on relevant resources available to Aboriginal students.

Bring in Aboriginal guest speakers to discuss their respective journeys and skill sets.

Connections to District PlanThe District Strategic Plans identifies the following goals for student excellence:Students will: (h and i)

Encounter, challenge, explore and pursue interests and develop core competencies through experiential learning and personalized inquiry.

Have the technical and social skills to navigate current and emerging technologies to enrich their learning.

Budget

Professional Development: Scheduled release of teaching staff once per year in the afternoon

for specific program skills training (8 x .4 = $1,280) Cost of myBlueprint approx.. $2/student X 177 students ($254) Additional training costs to be determined ($500 allocated)

Resources: Damien Matheson and myBlueprint support tea,m.

Principal: Ursula Hardwick

Team MembersThis plan was written, revised and updated with input by DBES staff members, PAC members and Aboriginal Ed. Teacher(s) through discussion, consultation and “dotmocracy” methods.Consultation with teacher Rich Biel (Career) at Chatelech Secondary and Damien Matheson from myBlueprint helped formulate the goals for the Career section of this growth plan.