Principal: / Jenise Vangool
Vice Principal: / Jen Millar
CSCC Chair: / Amy McNeil/Jessica Leath
Year: / 2015-2016
Priority Area:
Please note that more than one priority area can be selected if needed / □ Celebrating and Promoting Catholic Identity
Improved Learning Outcomes in Reading
□ Improvement in theDomainsof the EYE
Improved Learning Outcomes for FNM Students
□ Improved Understanding of FNM History and Culture
□ Improved Learning Outcomes in Writing
□ Improved Learning Outcomes in Mathematics
□ Building Relationships and Partnerships
□ Promoting Stewardship
Smart Goal: / By June 2015, at least 85% of all students in grades one to 8 will be reading at grade level or higher based on end of year benchmarks using the Benchmark Assessment System (BAS) in late May or early June.
By June 2015, 85% of FNM students in grades one to eight will be reading at grade level or higher based on end of year benchmarks using the Benchmark Assessment System (BAS) in late May or early June.
We will use Inquiry based learning to continue to advance the love of reading and to build enrichment in comprehension and vocabulary.
By June 2016, 90% of Ministry identified students will meet their Personal Program Plan reading goals.
Data:What is the rationale for choosing this goal? / Benchmark assessment indicates that 92% of all grades two-eight students are reading at grade level or higher.
Benchmark assessment indicates that 90% of FNM students in grades two-eight are reading at grade level or higher (14% of St. Dominics’ students are FNMI).
Action Plan:
Quality Core Instruction
Research Based Strategies
(Identify Individual/Team Responsible for Action).
Please note that strategies do not have to be included within each key area / Curriculum:
Teachers integrate FNM ways of knowing into teaching and learning experiences.
Students know the purpose of what they are learning and why it is important.
Environment:
Teachers have a strong belief in each student’s ability to learn and have high expectations for all students.
Teachers recognize and honour the strengths that students’ lived experience and/or culture bring to their learning.
Relationships are built with student’s families and a collaborative approach between school and family is embraced.
Teachers will work collaboratively in PLCs (collaborative teams) to examine data, plan for instruction, and share successes and challenges.
Teachers effectively provide small group instruction while students work independently or in cooperative groups.
Teachers will use the gradual release of responsibility to help students feel safe and willing to take risks in learning.
Teachers will clearly communicate the learning targets and literacy strategies to students.
Assessment:
Evidence will inform instruction and teacher feedback will be focused on student use of specific comprehension strategies to support making inferences in a variety of curricular areas.
Students will reflect on their use of comprehension strategies to support making inferences in year-end survey.
BAS will be used to assess fluency and comprehension.
Instruction:
Teachers will use the gradual release of responsibility – modeled, shared, guided, and independent reading – to address making inferences.
Phonemic awareness will be taught in the primary grades.
Teachers will explicitly teach questioning, making inferences, and identifying key ideas and supporting details to support inferential comprehension.
Action Plan:
What will we do when students struggle?
What will we do when students require enrichment?
How will IIP goals align with your LIP?
(Identify individual/team responsible for actions) / Plus:
Teachers will provide additional modeled, shared, and guided lessons for those students who require more practice to make inferences in small groups.
Focused:
Students who are below division grade level reading expectations will receive additional instruction and intervention provided by LAT and/or LLI instruction
Specialized:
Additional individual or very small group instruction and intervention by LAT or division personnel (Speech and Language, Occupational Therapist, EAL)
Timeline: / Benchmark (BAS) – October 2014 (grade 1-3 classroom teacher)
Analysis of Benchmark (BAS) Data – October 2014 (classroom teacher, LAT, Admin)
Benchmark (BAS) – May/June 2015
Resources:
Supports, Professional Learning, Material and Financial / Curriculum, Nelson Literacy, School-based Guided Reading Resources, BAS
PGPs, Collaboration time, Job embedded PD and professional resources on Onestop
Performance Indicators:
What data will you monitor and when? (qualitative and quantitative)
What assessment tools will you use? / BAS, rubrics and checklists, classroom assessments, and teacher observations will be used
BAS data will be disaggregated to monitor FNM student goal.
CSCC Support: /
Goal: parents support their children at home using comprehension strategies through take home reading program with resources at student’s independent level.
Results: /
- In June 2016, ___% of all students in grades one to eight were reading at grade level or higher based on end of year benchmarks using the Benchmark Assessment System (BAS).
- By June 2015, ___% of FNM students in grades one to eight were reading at grade level or higher based on end of year benchmarks using the Benchmark Assessment System (BAS).