Part 1: Analysis of Context

1. What do we know about our learners?


            Hall’s Prairie is a rural school of 198 students, K-7, with ten divisions. It is projected to grow to 230 students by September 2019. We have five portables on site with 1-2 to be added for September.

            Hall’s Prairie had a very active and supportive parent group and PAC. All school events are well attended. Our PAC organizes an annual event called the Hall’s Prairie Country Market where a considerable amount of money is raised to support classroom activities, classroom purchases, and school-wide events. The country Market draws people from all over South Surrey and White Rock. Our learners are keen to work together, explore area of interest, and we have established a student leadership team, consisting of student leaders rom our intermediate divisions. They meet weekly to discuss and plan initiatives that support the school and community. Students are involved in fundraising by helping with, for example, popcorn sales and the sale of products created by a 3D printer.

            Our grade six and seven students will be attending a two-day outdoor overnight experience at Camp Zajac on Stave Lake.

            As a school community we strive to help our students become engaged, motivated learners who can self advocate, problem solve, and treat one another in a respectful and supportive manner. To this end, we notice these behaviours in our students.

2. What evidence supports what we know about our learners?

·      Students do self-advocate at time

·      Older students are responsible monitors of younger students at lunch time

·      We have very few serious conflicts on the playground

·      During “Daily Five” type activities students can self-regulate in small groups so other groups can work together successfully

·      Students can use the zones of regulation language to describe how they are feeling

·      Some students struggle to recognize how their actions affect others

Students do not ask to leave assemblies

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

·      Students at Hall’s Prairie have had one and a half years to learn and apply the language of Second Step.

·      Coupled with our school wide focus on developmentally appropriate applications of the principles of Daily Five. How successful are we at enabling students to be self aware and self manage their behaviour so they can work successfully in small groups

4. What professional learning do we need?

            In the Spring of 2018, we did discussions at staff meetings and at Pro-D Days about how we can use Daily Five, Kindergarten to grade seven as a vehicle to help students become more independent in their learning and productive members with working in small groups. A foundational principle of personalizing instruction to meet the need of our learning requires the cooperation and ability of students to work in small groups or independently without the teacher directly mentoring them all of the time.

            Daily Five in kindergarten and grade seven does not work the same, but the principles do. The professional learning is what does this work at like at each grade level.

What adaptations do you make in your Language Arts program to implement a version of Daily Five that manifests in students working successfully together?

            In January of 2018 and 2019, our intermediate students all got together in the gym to do Science Inquiry Projects. The professional learning that our staff is undertaking is how to scaffold lessons to enable all students to be successfully engaged in the inquiry projects. This includes providing a range of options on how to research and display student projects.

            Including the principal, librarian, LST, and a childcare worker, there are staff members in the gym either presenting mini lessons (—- for example) or working out statements to help them with their projects.

            We will continue to focus on Daily Five principles and our inquiry projects and talk about the success the challenges, and the limitations we recognize.

5. What is our plan?

Part 3: Reflect, Adjust, Celebrate

6. How will we know our plan is making a difference? (evidence / success criteria)


            Anytime a group of educators can agree on and commit to a plan to implement an initiative to ___ success in our student there will invariably be progress made. This is certainly the case with out learners at Hall’s Prairie.

            Evidence that supports this is, for example, observing a class of students working cooperatively together for an extended period of time,.

7. Based on the evidence, does our inquiry require adjustment?