Part 1: Analysis of Context
1. What do we know about our learners?
Our school community has a strong connection with students, families, and staff. At our school students are welcomed and known by name by our staff. Our students have rich, and culturally diverse backgrounds which strengthens our connections to each other. We have over 15 cultural groups represented and shared at our school. Our students welcome others with a unique openness that has been noted by many visiting staff and presenters. On many occasions, we have been told our students are polite, kind, and helpful. A good example of this kindness is the many ways students volunteer in our school through the student leadership program. We have students in grade 5, 6, and 7 providing service to our learning community. Our students act as MC’s at assemblies, assembly ushers, technology support, volunteer as helpers during PALS, Ready Set Learn, Kindergarten orientation, lunch time monitoring, Random Acts of Kindness campaigns, Food drives, Play leaders at recess outside. Our students care about each other and their community, and will seek help for themselves and others.
Our students enjoy getting together to recognize each others accomplishments during monthly assemblies. We gather to build community and connect as a whole school. Each assembly is hosted by a class (k-7), who selects a Spirit theme (Wacky hair, twin, PJ day, Jersey day, Pink day, Crazy Hair, Read me day).
Students come to school ready to learn. Students are respectful and take their learning seriously. We have a large parent and extended relative presence. Many grandparents provide before and after school care for many of our students.
Our students enjoy representing our school in extra curricular activities such as Volleyball, Basketball, European Handball intramurals, Floor hockey, and Badminton.
Our students enjoy learning through Inquiry, group work, and through technology.
Spirit Day (Costumes)
Weekly after school floor hockey (students, staff, parents play)
Dairy visit to our school
Connecting with our Community (BC Lions)
Foreshadowing the what we know…
2. What evidence supports what we know about our learners?
Our feedback from staff includes the following themes and statements:
Student desire for both Academic and Social achievements
Students want to be connected to our school community
Students have a desire to connect to the Global community through fundraisers
Many of our current students began their Panorama Park experience through attending the StrongStart program
Our parents are very supportive of students having a balance of home, school and community connection.
Part 2: Focus and Planning
3. What focus emerges as a question to pursue?
Areas for focus in Primary grades: Reading
Areas for focus in Intermediate grades: Writing
Themes we are exploring to support both these goals:
Promoting student Social and Emotional wellness
Integrating the use of Technology for students K-7.
4. What professional learning do we need?
Exploring the use of formative assessments to guide teacher instruction
Exploring our understanding of Social & Emotional wellness language and tools through workshops and professional reading
Exploring our understanding of using Technology as a tool in the classroom K-7 to further engage learners
5. What is our plan?
Improving Reading for Primary and Intermediate Students:
- We are looking at purchasing additional text resources for lower primary, more guided reading books
- Our classroom teachers are using PM Benchmarks across the grades to assess Reading levels
- Our LST team is using Phontas & Pinell to assess and track development of throughout the year to improve Reading.
- Our Teacher Librarian runs a year long 200 nights of Reading program, with monthly prizes and draws. Our teacher librarian also ensure that high interest books are being purchased and new series are introduced to the student collections.
Improving Writing for Intermediate Students:
- We are holding two school wide writes for grade 1-7, in October 2017 and April 2018 to create a baseline and point of comparison. This will create opportunities for teachers to assess with grade group partners and explore the ways these results will be shared with parents, and used to guide instruction.
Improving student Social and Emotional Learning:
- We were able to have a district Social Emotional Learning teacher assigned to our school this year. She works with staff and students from grade 2 to 5/6 this year to build our understanding as a school to build student skills and strategies towards emotional wellness.
Integrating Technology:
Each classroom has been outfitted this year with tools to expand the use of Technology. For example, each classroom has access to a student laptop, teacher iPad, Apple TV, Projector, document camera.
We also have purchased new iPads, and synching carts to be shared between Primary & Intermediate classes. In addition, we have a cart with laptops for student research.
We provide teachers with professional development opportunities, through grade group meetings and Digital Inquiry projects funded through SD#36.
We host lunch time Tech Cafe’s for staff. We invite them to attend and learn about tools such as Discovery Education, FreshGrade, Omso kits, Sphero bots, etc. We have explored utilizing apps for developing students Coding skills in K-7. We have also had several district staff visit to team teach with staff to develop coding skills and experiences.
Part 3: Reflect, Adjust, Celebrate
6. How will we know our plan is making a difference? (evidence / success criteria)
Identifying how we know our plan is making a difference will take time. One of the most important aspects of our plan is that it identifies areas we believe need to be improved. Our plan has led to in-depth discussion with grade group partners about how to move student learning and achievement forward in meaningful ways. We have set up dates with our school team to review student progress, and areas to discuss further. For example, student writing samples allow us to take a snapshot in October, discuss & guide instruction. Allowing talk time and developing teacher assessment practices. In April, we will have a point of comparison, for further examination. Is what we are doing working? What areas of writing need to be taught explicitly. What aspects of writing are well understood by students.
Our LST team works closely with Kindergarten teachers to conduct ELPATS in January. Students identified as at-risk are provided targeted early learner interventions through LST. We re-assess student in May. Those still at-risk are earmarked for possible LST service in grade 1.
As a staff we have decided to focus on having school wide writes for grade 1-7, in October and again in April. Grade groups create a writing topic, then samples are marked by various teachers. This group marking allows us to examine our assessment practices and explore our understanding of proficiency.
Another aspect of gauging success of our goals will be to review the annual student, parent, and staff satisfaction surveys.
7. Based on the evidence, does our inquiry require adjustment?
This will be an ongoing process of examining our instructional practices and how we best meet the needs of our students.