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2011-2012 School Growth Plan for Gibsons Elementary School A.      Setting Directions Goal No. 1 (A strong instructional focus for improving student learning.) To improve student communication of Mathematical thinking. Objectives (To address achievement for all students.) To improve student math achievement by developing cross grade common vocabulary around Math.   To have learners organize and consolidate their mathematical thinking through communication.    Rationale (A thorough and connected set of reasons based on evidence for the selection of student achievement goals.) During the assessment process it was noted that many students had deficiencies in their understanding of Math vocabulary and their mathematical thinking. After a discussion with our staff it was felt that this was an issue that we need to address. It is felt that achievement will improve if:  1) There is an increased emphasis on the development of Math vocabulary skills  2) We work with students so they can communicate their mathematical thinking coherently and clearly. Data (At least three sources of evidence including classroom, school and district/provincial data.) ~ Performance Standards ~ Foundation Skills Assessments (Grade 4 & 7) ~ Formative classroom assessments ~ DMA (Diagnostic Math Assessment) ~ Goal No. 2 (A strong instructional focus for improving student learning.) To improve student literacy skills Objectives (To address achievement for all students.) 1.To increase reading comprehension skills/meta-cognition (awareness and articulation of thinking). To continue to develop a cross grade common vocabulary around reading. To improve studentsí reading levels. ~ Rationale (A thorough and connected set of reasons based on evidence for the selection of student achievement goals.) Objectives 1: Through assessments, PM Benchmarks and DART, it was noted that some students could read words fluently, but comprehension was a problem.  We will continue to address this collectively. Objective 2: We will continue to develop a cross-grade common vocabulary and curriculum continuity in language arts.   Objective 3: Through a variety of assessments it is felt that we need to address studentsí reading skills. ~ Data (At least three sources of evidence including classroom, school and district/provincial data.) ~  PM Benchmarks (grades 1 to 3)/DART (grades 4 to 7) ~  Kamloops Whole Class Reading. Assessment ~  Guided Reading records ~ ~Classroom observations ~  FSA (Grade 4 & 7) ~  Performance Standards Other Assessment Tools Used Anecdotal ñ writing notes as students work Students to show information, formal written, poster, oral presentation Interview with the student ñ reading conferences Assess ñ pre for teaching instruction Self assessment: students of self Kindergarten assessment AKA Kinder Surprise Marie Clay literacy assessment (K-1) B.      Organizing for Improvement Strategies: Goal 1 (A well organized, focused improvement plan with a blend of research, best practice, and innovative thinking.) 1.~~~~ Teachers will collaborate regarding common vocabulary for Math instruction. 2.   Emphasis on word walls with consistent vocabularyóschool wide. 3.   Encourage students to use words, numbers, pictures, and diagrams to provide as much      information as possible in Math. 4.  Teachers to use more literacy strategies in doing word problems. 5.~~~~ ~District Math Support Teacher will provide ongoing support to our teachers.      Strategies: Goal 2 (A well organized, focused improvement plan with a blend of research, best practice, and innovative thinking.) Students will be assessed bi-annually, using PM Benchmarks or DART to give us baseline data, student growth and instructional levels. ~ ~~ Continue to develop strategies that allow teachers to: ~~ a) work in teams ~~ b) have time to administer the assessments ~ Researching specific strategies to improve comprehension: Reading and Responding, Reading Power ‚ Non Fiction and Performance Standards. ~ Structures (Aligned structures - resources, time, organizations - to achieve results.) Mentoring opportunities to be providedóadministrator release time along with SCTA Mentoring Program support. Professional literature regarding Math Vocabulary distributed to teachers. Ongoing professional conversations to be included in Staff Meetings. ~ Coherence / Alignment (Connection between school and district goals; connections with other schools.) District Goal- To Improve Literacy and Numeracy Skills (K-12) Gibsons Elementary School notes that 17% of our student population includes students of First Nations and Metis ancestry. Goal: To acknowledge the cultural richness that the Aboriginal population brings to the school, and to work collaboratively as a learning community to become a culturally responsive school. To align with the District Aboriginal Programs and Services Plan concerning the support and enhancement of educational opportunities for elementary aged Aboriginal students and concerning improvement of elementary aged Aboriginal student achievement in areas of literacy, numeracy, science and social responsibility. ~ ~ ~ C.      Building Learning Communities Dialogue and Communication (Promotion of dialogue about student achievement and progress on goals.) School website, Principalís Blog and frequent use of Auto-Dialer~are all important tools we use to ensure information is communicated between the school and the parents/guardians. ~ District yearly newspaper report on schools. Staff meetings & Pro-D dialogue on student achievement. School Goals posted around the school. Distribution of FSA results to parents. Satisfaction Survey Poll students Parent Involvement (Working with parents, including specific groups of parents, on improving student learning.) PAC & SPC Plannersóreciprocal communication tool with parents Parent Volunteers in classrooms Parents / Teachers working together-- goal setting during parent teacher interview twice per year. ~ ~ Leadership (Principals, vice-principals, teacher, parent and student leadership is encouraged and systematically developed - with a focus on improving student learning.) Staff (Principal, Teachers) ~ Distributed leadership amongst staff:~ LCT Projects, Pro-D, School events, Extra-curricular, Intramurals, Games Crew, Green Troopers, Assemblies, Action Schools ~ Parents:~ PAC, SPC, School Store, Sports Day, Special Events (Family Fun Night), classroom volunteers ~ Students Leadership: Green Troopers, AssembliesóMaster of Ceremony/stage crew, Buddy Reading, Games Crew, Sponsorship of Events (School Dances), Participation in SD 46 Aboriginal Forum, Participation in Highway 46 Forum, School Choir & Band, Extra-curricular activitiesó Running Club; Athletic Teams: Volleyball, Basketball, Track & Field ~ D.      Achieving Results (please indicate trends over time) Results (Monitor key areas of student achievement and make adjustments to improve.) Demographics:~ The trend is to have a very transient population at GES; thus, it is more valuable to look at individual performance results compared to cohorts, which tend to change quite a bit from year to year. Our FSA Results have improved significantly from 2010 to 2011. Grade 4            2010                                             2011 Reading           59% Meeting or Exceeding         100% M/E Writing            51% M/E                                     100% M/E Numeracy        44% M/E                                     100% M/E Grade 7           2010                                             2011 Reading          87% M/E                                      100% M/E Writing          87%                                                90% M/E Numeracy      85%                                                90% M/E Data:~ Common Formative Assessments, along with Performance Standards aligned with Summative Assessments. ~ We will continue to gather information from the high school as to how our grade 8 students perform academically. ~ Second Step (previous school goal):~ Continue to teach and highlight the Second Step. ~ Social Responsibility (previous school goal):~ Continue to reach out to the greater community (Families First). Continue to value a range of accomplishments: academic, social, artistic, athletic, etc. ~ ~ ~ E.      Members of the School Planning Council          Name (please print) Signature Principal Mark Heidebrecht Teacher Parent Dirk Larsen Parent Kim McEachern Parent Jane Weatherbe Student Representatives (non-voting) Pamm Ruth            F.      Approval of proposed School Plan          School Planning Council Members Date: Superintendent of Schools Date: Signed: Board Chair Date: Signed:

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