Elementary School Plan for Student Success

Team Members: All K to Grade 5 Teachers, LSS Teacher, YCW, Aboriginal EA, All EAs, Admin. Assistant, Principal

School Context Alexander Elementary School : http://alexander.sd34.bc.ca

Inquiry Question How can we improve our students reading comprehension skills in a K/1 classroom?SMART Goals:By May 2017, 100% of our Grade One students will be meeting or exceeding expectations in the strategies of phonics, predicting and confirming meaning, letter and word recognition and print conventions in relation to the reading performance standards.By May 2017, 100% of our kindergarten students will be able to with minimal support and extending on the reading and viewing continuum of the reading performance standards in demonstrating concept of print, recognizing letter and sound relationships.

Rationale(Why are we doing this?)(Please refer to school data)

Pillar(s) of Literacy connection:Qualitative : If NYM or Minimally Meeting in reading, remainder of subjects will be very challenging (reading is a component to all subject areas): poor reading skills causes increased behaviours.

The percentage of students Fully Meeting or Exceeding Expectations is typically between 55- 74%, this percentage seems to really fluctuate because of cohort numbers, transiency from year to year and students needs in classes.

Percentage of students fully meeting/exceeding 2016/17 school year:Kindergarten- Term One: 51% Term Two: 78% Term Three: 89%Grade 1- Term One: 37% Term Two: 37% Term Three: 39%

Strategies Leadership/Teamwork Professional Learning and/or Resources

Develop/use learning targets both whole class and individualized for literacy lessons – align the classes

Teachers and students Formative assessment, involving students in self assessment, rubrics, collaboratively

Explicit instruction in phonemic awareness, words their way

Teachers. LSS, EAs Blitzing, read aloud stories, circle charts

Read Alouds with buddy classes: Read Alouds with targeted strategies modeled by teachers and practiced by students

Teachers Grade K-5

Guided Reading/CAFÉ :word skills and comprehension skills Blitzing and platooning: listening and recording centers –

Teachers, LSS, EA How to implement guided reading in a K/1 class; Janet Mort Successful sight words, guided reading resources, Ab. Lit.

Platooning and Blitzing Teachers, LSS, ELL, EAs October 10-Dec. 1: Grade 1 sight words and guided reading and K blitzing

January 28-March 2: Grade 1 sight words, guided reading and strategies*At risk K’s letter intervention and Gr. 1 sight words

April 16- May 25: Grade One: Guided Reading Kindergarten: letters/sounds *At risk K/1’s: letters and sight words

Targeting at risk Aboriginal Students Teachers, School Ab Ed EA Integrating leveled books/resources with Aboriginal Content/ blitzing Tier 2 and 3 Intervention

Create & implement literacy centers which enhance the reading, writing, speaking and listening connection

Teachers and students Primary Comprehension Tool Kit; Janet Mort….

Case study of individual students who are struggling Teachers, Curric Department Early Learning Department Support

Reflection meeting at end of September Teachers with Admin Discuss needs of class and teacher goals for student learning

Collaboration time Grade groups Discussion and planning for student needs

Additional support in afternoons from Aboriginal Literacy EA

All Targeting Aboriginal students who are NYM or Approaching

Progress and Impact (How do you know?)PM Benchmark Assessments: early September, November, March and June Daily assessment/feedback from CAFÉ/Guided Reading, case study progressStudent Self Assessment and reflection on learningContinue to meet in collaborative groups (PLC) to discuss data, strategies, student progress and needs which will drive our RTI in reading. Reading Performance Standards and Kindergarten Assessment ToolExplicit success criteriaVisible learning: freshgrade, seesaw, photos/videosConnection to 4 C’sDistrict Kindergarten assessmentExpanded BC Performance Standards: Kindergarten Reading Strategies/concepts of print and Phonemic and phonological awareness strands. Grade 1: Strategies strand

Connections to the District Strategic Plan• Home Reading Connection to classroom and parent literacy afternoons•Newsletters will include reading strategies and tips for parents & students•Continued learning around Formative Assessment and student involvement, common assessments, data collection• Growth Mindset – to continue learning as teachers and moving forward, on going connected/related Professional Development Connections to the Elementary Operational Plan

Grade 3 Imperative • continue to participate in CR4YR and IBLT (teams will share at staff meetings)• all teachers are members of grade group collaborative teams (PLCs) that drive the RTI and commonalities in classrooms• reflecting on the Pillars of Literacy and the areas of need• reflecting on and practicing Mindful Breathing and Self – Regulation Strategies, • Blended learning stations, listening and recording • Collaborative approach to learning using inquiry based (4 C’s)• reflecting on and practicing Mindful Breathing and Self – Regulation Strategies, (especially before reading), moving into emotional learning

Connections to the Aboriginal Enhancement Agreement. • Increase student pride

• Increase reading success• Increase sense of belonging• Increase graduation rates

• Weave aboriginal content and learnings throughout daily classroom teaching, through the use of a variety of resources with Aboriginal Content• Aboriginal Students sharing their experiences and stories –inter-generational, multiple ways of showing your learning – integrating indigenous assessment practices, talking circles, artifacts• Making connections with people for Tier 3 students from the Ab Ed Centre (wrap around) – targeted RTI with Aboriginal Students in literacy

Plan for cohort of students NYM in reading Wrap around support from LSS, ELL, Aboriginal, EAsTargeted intervention Focus of weekly collaboration timeCollaboration with LSS and ELL to determine needs of students in intervention groups. Monitor and adjust as needed.Blitzing and Platooning