board of trustees three expectations for student … increase in teacher websites was observed and...

975 Dowker Avenue, Winnipeg, Manitoba, Canada R3T 1R7 Phone: 453-8023 Fax: 284-0448 www.pembinatrails.ca/vincentmassey

Mission Statement Vincent Massey is dedicated to educational excellence through challenging and enriching experiences for all, in a safe and caring community.

Principal

Mr. Iain Riffel

Vice-Principals Mme Fournier-Gawryluk &

Mrs. Colleen Roberts

Board of Trustees Three Expectations for Student Learning

1. All students in Pembina Trails will be personally and intellectually engaged in their learning at school.

2. By the end of grade 8, all students in Pembina Trails will meet the provincial curricular standards in literacy and numeracy, allowing them the greatest possibility for success in high school.

3. All students in Pembina Trails will graduate from high school.

2013/2014 School Plan Priorities within Divisional Expectations for Student Learning To promote student engagement in the school community, within learning environments, and for students personally.

To promote teaching strategies which augment literacy and numeracy levels in all curricular areas.

To ensure that all students have a post-secondary plan after graduation.

Progress Toward Divisional Expectations for Student Learning and School Plan Priorities

To promote student engagement in the school community, within learning environments, and for students personally.

• Vincent Massey staff have continued to offer innovative and rich learning opportunities (in addition to a wide range of extra-curricular programs) that promote student engagement and participation within our proud community. Students have the opportunity to attend a school that offers an English Instruction program, a French Immersion program, an International Student Program, a Sports & Arts School program, and an Honours program that leads to College Board Advanced Placement and University of Winnipeg credits.

• Vincent Massey staff have continued to offer curricular and extra-curricular programs that promote both a personal and

collective identity. Our compulsory and optional courses move students through a process of self-discovery, building each student’s capacity to take risks and meet increasingly difficult challenges. Our arts programs have earned a reputation as an outstanding vehicle through which to develop one’s artistic, creative, dramatic and musical talents. Our physical education and health program offers students a wide range of opportunities to fulfill high school requirements including male and female fitness academies and sport academies in basketball, football, and volleyball. We also offer commerce, home economics, practical arts and technology courses which provide both introductory and advanced levels of exploration in business, childcare, economics, family studies, foods and nutrition and graphics technology, law, psychology and woodworking. More recently, we have responded to the growing trend of interest in the study of photography and video production and resourcing these with state of the art hardware and software to promote positive learning experiences.

• To elevate the importance of Academic Excellence, the tradition of holding Undergraduate Awards in the evening was changed to a Breakfast of Champions. Participation rates were significantly increased from previous years.

• To promote the importance of the Arts, the Winnipeg Symphony Orchestra and the Kenyan Boys Choir each presented

to the full student body at the beginning of the school year. Workshops were also held for students throughout the year. Specifically, Colin Mochrie worked with students in Drama and Improv, Dr. Ronald Carter worked with students in Jazz

http://www.pembinatrails.ca/vincentmassey

Band, and Nereo Eugenio worked with students in Art and Slam poetry. • To promote the importance and lessons learned through Sport as well as promote our values in rearing student athletes,

Coach Ken Carter to spoke to the full student body about his story in transforming the lives of young people and the attitudes required for success.

• As a ‘proud UNESCO school’, our efforts have continued to focus on teaching youth “to transform oneself and society

(UNESCO - 5th pillar).” At Vincent Massey, there is increased activism that has been led by our social action committees that work tirelessly throughout the year to make a difference. Some of these include: G.S.A., Kiwanis - Key Club, Solid Rock Christian Youth, Free the Children - Shameless Idealists, Sustainable Development Committee, and Youth in Philanthropy. Events like: the Carnival of Venice (in support of our Adopt a Village program), Provincial We-Day, FRC/VMC High School Water Walk, T.A.G.’s Halloween for Hunger and Service Days, Vow of Silence (and several other campaigns) confirm our commitment to act locally and globally.

• This year, we hosted our second UNESCO Conference for students (held once every three years). This year, Dr.

Samantha Nutt (War Child) was the keynote and spoke to students about making a difference. In addition, over 50 business and community members held workshops for students to inspire social action and increase awareness about important causes and issues.

• Vincent Massey staff have continued to implement a locally developed plan for students to develop 21century skills across

curricular areas. Technology was increasingly into curriculum to enhance communication, collaboration, instruction, and assessment. Teachers were actively using online resources as learning tools and integrating technology into the learning and teaching process. An increase in teacher websites was observed and linked to the school’s webpage. • This year, our website was re-designed to meet 21century communication and information sharing demands with a view

to strengthen community. In addition to providing general information about the school, the course registration guide was posted in full (with a view to reduce paper and publication costs). Parents and students accessed website features that include notifications through text messaging, Twitter, and electronic calendars at high levels.

To promote strategies for students and teachers that augment literacy and numeracy levels in all curricular areas.

• As the primary focus of professional development this year, educational assistants and teachers were introduced to 21century literacy/numeracy skills that support student success. Our cross curricular team of teachers continued to examine and plan for the implementation of instructional strategies and tools to promote literacy in content areas. In addition, this leadership team planned the following. • Educational assistants were trained by Dr. Rick Freeze from the University of Manitoba in Precision Reading.

• Teachers received 3 professional development sessions (one led Dr. Leyton Schnellart) on the topic of literacy. On April

25th an opportunity was provided to plan with all other PTSD High School Teachers with a view to improve literacy in their content and specialty areas.

• Teachers received current research on literacy to support planning in their specific content and specialty areas to support

student success. They were provided with a resource book to support their understanding and participated in professional book studies.

To ensure that all students have a post-secondary plan after graduation.

• Administrators from all Massey feeder schools met to discuss and plan around the needs of our respective communities and the Board’s Three Expectations for Student Learning. This group focused on improving the transition of students from one school to another.

• New strategies for communicating with students and parents through the assessment and reporting process were implemented.

• Classroom Profiles, as a strategy for augmenting professional planning and improving student success, were

implemented. The new Pembina Trails Adaptation Planning Tool, introduced to staff in late 2012-2013 was implemented.

• Credit verification documentation and processes (moved from early-December to mid-October) identified students who are

on-track or ineligible to graduate to guide planning.

• Individual interviews were continued between T.A.G. teachers and their students to review their mid-term report card together to develop goals and objectives.

• Grade 9 – 11 T.A.G. teachers, in addition to counsellors, engaged their students with a new Program Pathways Planning

Guide to assist with the course selection process. Grade 12 T.A.G. teachers, in addition to administration, conducted exit interviews.

• Exit interviews with a random sample of approximately 25-30% of Grade 12 students each year continue to show the

following trends:

“Students describe themselves as ready, competent, and confident in what they have learned and who they are becoming. Most can identify points in the education that have defined decisions positively affecting their future. Students recognize that their family and relationships with adults at the school (whom they identify as coaches and mentors) have significantly impacted them and been their anchor. All students interviewed report a significant adult in the school. Students realize that they are part of an amazing high school, its traditions, a community of larger and smaller families who care about each other and celebrate each others’ contributions. Most also express thankfulness.”

123 Smith Drive, Winnipeg, Manitoba, Canada A1B 2C3 Phone: 123-4567 Fax: 891-0112 www.pembinatrails.ca/template

Mission Statement Committed to being a dynamic educational community celebrating learning and personal growth

Principal

Judy Pirnie

Vice-Principal Janet Tomy


1. All students in Pembina Trails will be personally and intellectually engaged in their learning at school. 2. By the end of grade 8, all students in Pembina Trails will meet the provincial curricular standards in literacy.

and numeracy, allowing them the greatest possibility for success in high school. 3. All students in Pembina Trails will graduate from high school.

2013/2014 School Plan Priorities Learning – increasing student literacy and numeracy levels; identification of students who require targeted interventions to

remediate gaps in learning

Engagement – unifying the school through cross grade activities, school themes, consistent language, and sports

Graduation – ensuring that all students are engaged and are supported in their learning with targeted interventions and appropriate programming supports ; bringing the reality of the high school into General Byng

Progress Toward School Plan Priorities and the Three Expectations for Student Learning

Learning

The Data

- 82% of students in grades 3-6 believe school staff value academic achievement and hold high expectations. - 82% of grades 7-9 students report they value schooling outcomes

The Response

- Using the Literacy Database we developed an electronic data wall for each homeroom class outlining reading levels. This provided each teacher with a visual tool to identify appropriate materials as well as to support appropriate programming based on individual student need.

- Classroom Program Designation sheets were developed to provide each teacher with a visual tool capturing their classroom learning profile in terms of programming designations, stage of language acquisition (English Additional Language learners), students with identified learning needs who require adaptations.

- We identified our EAL (English Additional Language learner) population following the criteria set by Manitoba Education and implemented the use of the continuum as a visual to identify the stage for each student. We further implemented the use of the Stages of Language Acquisition as a tool to support appropriate programming based on the learner’s language stage.

- Using the report card indicators in Reading, Writing and Numeracy, we identified students who required targeted interventions to close learning gaps.

- The Divisional Literacy Database was used to support tracking of literacy and numeracy data. - The Classroom Profile template provided to classroom teachers was further refined to capture data and information of

classroom learning profiles. This tool provided a visual to support the collection and organization of classroom strengths and needs and further supported the staff to organize and co-ordinate appropriate resources and supports.

http://www.pembinatrails.ca/template

Engagement

The Data - 56% of our grades 7-9 and 41% of our grades 3-6 students report they participate in school sports - 75% of grades 7-9 and 77% of our grades 3-6 students report they have positive relationships with peers at school - 87% of grades 7-9 and 93% of grades 3-6 students report they have positive behavior at school - 86% of grades 7-9 and 85% of grades 3-6 students feel safe attending this school - 61% of grades 7-9 and 77% of grades 3-6 students report positive teacher –student relations

The Response

- Beautification of our schoolyard has continued with the completion of a 0.5 kilometer fitness trail and the installation of four soccer nets has increased physical activity among students, staff, and community members.

- Students are provided with numerous opportunities to assume an active role in performing at school assemblies and concerts, participating in school clubs and sports, reading daily school announcements as well as organizing and planning school events and fundraisers.

- Student voice and student participation is active within the Green Byng team and the We Day committee.

Graduation

The Data

- 73% of grades 7-9 students report they plan on finishing high school - 66 % of students report they are planning to go to College or University - 32% of students report they are planning to pursue a trade or apprenticeship program

The Response

- This year as a staff we revisited our planning and strategies to support successful transitions from grade to grade within our school, including receiving Grade 6 students from our two feeder schools, Ralph Maybank and Oakenwald School as well as transitioning our Grade 9 students to Vincent Massey Collegiate.

- We strengthened our Grade 9 student connection to VMC by hosting the first of four formal visits involving the administration and support team of VMC early in the fall. This meeting focused on framing what students could expect in terms of academic and extra-curricular opportunities as well as provided students with the opportunity to set goals for themselves for the 2013 – 2014 school year as they considered their transition to VMC.

- Staff inputted student literacy and numeracy data into the Divisional Literacy Database for Grade 9 students supporting the successful transfer of student information.

- Student Services staff further refined a student transition template to support the gathering and sharing of information to and from feeder schools to support successful transitions.

666 Oakenwald Avenue, Winnipeg, Manitoba R3T 1M4 Phone 204. 474.0269 Fax 204. 474.8504

Mission Statement “Learning for life in a safe, caring place.”

Principal

Teresa Rogers




2013/2014 School Plan Priorities

Strengthen student math skills, specifically number sense, problem-solving and recall of basic math facts with automaticity

Strengthen student literacy skills so that all students are reading at grade level by the end of grade three and grade six Strengthen social skills in knowing how to manage recess and unstructured time during the school day and develop a

bank of strategies that students can use to solve problems

Increase student engagement through inquiry-based learning and the creation of a Learning Commons

Progress Toward School Plan Priorities Teachers engaged in professional development in the areas of problem-solving, literacy and the development of

comprehension skills. A clear and shared definition of number sense was created. Resources were purchased to support instruction in solving both routine and non-routine problems. A word bank for math terms was created for each grade level and teachers have identified a goal for meeting in grade level teams for 2014-2015 to work on a collaborative review of data to better understand strengths and gaps in number sense and to develop common assessments to demonstrate improvement in numeracy skills and problem-solving. A curricular map was developed to identify key concepts taught and teachers will use this concept map to develop teacher understanding of the assessment of numeracy skills in 2014-2015. Teachers also identified the need to build student resilience in their work on math problems.

A literacy coach was hired and teachers worked in teaching teams on the development of consistent methods for

gathering and reporting reading scores, the implementation of guided reading groups and building classroom libraries as we embraced Richard Allington’s challenge of 1, 000 books per classroom. This was done with the support of the Oakenwald Parent Advisory Council. An electronic data wall was created to visually represent student progress toward grade level reading outcomes. Comprehension strategies were a focus for instruction and non-fiction text materials were used more broadly. Class profile meetings were held in October and in February this year to track student progress. Professional learning time was spent on reviewing Richard Allington’s work and creating actions for targeting reading improvement. A literacy block was timetabled for the EY teachers and will be created for the MY teachers in 2014-2015. A designated space for housing levelled books was created. Next year staff have identified strengthening student writing as a goal, in addition to continuing the work toward all students reading at grade level.

Recess buddies were assigned to students having difficulty at recess joining into play. The program Kelso’s Choice

was used to develop a common language among students and teachers in the early years. As well, teachers continue to use Restitution Training principles to assist children in problem-solving and restoring them back to the group when a mistake has been made. Family groups and grade six reading buddies continue to strengthen relationships between students and provide leadership experiences. Support staff ran social groups and did whole class training in programs

such as: When My Worries Get Too Big and How Fast Does Your Engine Run. In the school video created for the Oakenwald 60th Anniversary, students reported in their interviews feelings of being safe, valued and included at Oakenwald School. This was echoed by our staff and parents in their interviews, as they confirmed our values of inclusion and the importance of being a safe and caring school community. This is a school where all children belong.

Staff participated in professional development sessions on Inquiry Learning and the use of I-Pad Technology; and three

sessions on Using I-Pad Technology as a Creation Tool in the classroom. Students were invited to participate in the professional learning and demonstrate their knowledge of the I Pad tool in support of inquiry. Students also participated in the annual EdCamp Session and learned about Coding using a Raspberry Pi device. A Coding Club was formed for students in grades 4-6 where they connected with students from Viscount Alexander and HGI in learning how to code. Oakenwald students also participated in the Hour of Code. Staff reviewed the current use of our library space, made visits to other schools to examine their spaces and have developed a plan for a Learning Commons. A technology committee was formed to develop a Home-School Screen Time Agreement and develop some guidelines for the teaching of digital citizenship and implementation of Learning with ICT. With the support of Pembina Trails School Division our school became wireless in August 2013 and I-Pads were purchased for classroom teachers and use by grade five technology student leaders. This was followed by the purchase of a class set of fourteen I-Pads, with the support of the Oakenwald Parent Advisory Council.

Progress Toward the Three Expectations for Student Learning 2013/2014 Engagement: Volunteerism, participation in the life of the school and environmental sustainability are values that are

deeply embedded in Oakenwald school culture and widely embraced by students and staff. The value of giving back to others was upheld through many school activities which included: The Christmas Wish Breakfast, Jump Rope for Heart, raising money for victims of the disaster in the Philippines, Free the Children fundraising efforts, the making of bracelets for MS research, the Pyjama Run and the selling of homemade pie at our Family Picnic in support of cancer research. Opportunities for music enrichment, French language development and performing were embraced by our students as they participated in: our annual Winter Concert, “The Big Chill”; Café Oakenwald: A Festival of French Language and Culture; the first annual Talent Show; performances by the Winnipeg Symphony Orchestra and in “Rockin Through the Ages: A Week with Artist in the Schools choreographer and performer, Brenda Gorlick. In the winter months, staff and parent volunteers run non-hour clubs with grade six students acting as leaders. This year we were thrilled to offer Quilt Making with Oakenwald parent/artist Natasha Lowenthal, Young Authors Club with parent/author Jodi Carmichael, Sign Language, Yoga, Ukranian Dance, Chess and many, many more. It is clubs such as these that build the sense of community that is so very much a part of Oakenwald School. Finally, we were the recipients of over $1,100 in grant money from the EcoLeague and Healthy Schools grants to support the planting of native grasses and the continuation of our composting programs.

Literacy: A goal was set in 2013-2014 that ALL students in grade three and grade six would be reading at grade level as measured by the Fountas and Pinnell assessment tool. This goal was met for ninety-four per cent of our grade three students and 79 per cent of our grade six students. As we look toward next year, we believe that designating a literacy block for our Middle Years students and the creation of guided reading groups will support our work toward reaching our goal of ALL students reading at grade level. Numeracy: A goal was set that ALL students who received a 1 or ND in problem-solving would improve at least one level by June 2014. Ninety-eight per cent of our students achieved a 2 or higher on their final report card in the area of problem solving.

Graduation: We believe that our engagement, literacy and numeracy goals contribute significantly to ensuring that

all students graduate from high school. In addition, as a staff we understand that valuing attendance and developing a vision of graduation for all students is important. Students are recognized for Perfect Attendance Records in June and our school social worker has been instrumental as we team with our parents around getting children to school. We have also identified building student resilience as a key component to supporting all children graduating from high school and this is an area that we will be working on in 2014-2015.

20 Donnelley Street, Winnipeg, Manitoba, Canada R3T 0S4 Phone: 204-453-4631 Fax: 204-452-6399

http://www.pembinatrails.ca/ralphmaybank/ Mission Statement Ralph Maybank community is committed to learning in a safe and caring environment. Kindness, Cooperation and Respect.

Principal

Diana Vaile




2013/2014 School Plan Priorities Numeracy: By June 2013, 90% of our students will be at grade level or above in math computation. Literacy: By June 2013, 90% of our students will be at grade level or above with writing expectations. Student engagement: 100% of our students will be personally and intellectually engaged in their learning at school.

Progress Toward School Plan Priorities We established a committee to review our school data and put together a proposal for full day kindergarten at Ralph

Maybank. Full day Kindergarten was well received by our school division and our community and we will be moving forward with this in the next school year.

On February 3, 2014, we a held professional development day to study a writing assignment completed by all the

Kindergarten to Grade Six students. We used our writing exemplars appropriate targets to assess the school wide writing assignment.

All mathematics teachers, resource teacher and administrator completed First Steps in Math Professional

Development. We implemented a specific, recommended math computer program for Grades One and Two and for a small club of

students. A Math Day was held during our Spirit Week.

House Activities included an Olympic and Multicultural Theme. Tell Them From Me, student survey was used to collect data from the student’s perspective. On April 25, 2014 the entire staff reviewed our school plan and our collected data to see our progress. Additional

plans were made to support our goals.

Specific manipulatives, computer programs, Wi-Fi, iPads, Smartboards and Smart Response were utilized to help us reach our goals.

Progress Toward the Three Expectations for Student Learning 2013/2014 Students at Ralph Maybank are personally and intellectually engaged in their learning at school. We are committed to

continue with our House Activities, clubs, teams, meaningful use of technology, field trips and differentiated instruction and assessment.

Professional Learning Teams met once a cycle under the guidance of our Program Leaders to work with our school priorities and to track our progress.

Our students have made great gains in ensuring that they will meet the curricular standards in literacy and numeracy. We will continue to collect and examine relevant data to drive our instruction.

With continued student engagement and academic progress, all students are expected to graduate from high school.

We strive to create a positive and meaningful school experience for all and we are committed to lifelong learning. Many extra-curricular opportunities were provided with a high participation rate. Our Tell Them From Me school data shows that we are well above the Canadian norm for students engaged in school clubs and above the Canadian norm for students feeling safe and with a positive sense of belonging,

Henry G. Izatt

Middle School

960 Scurfield Blvd, Winnipeg, Manitoba, Canada R3Y 1N6 Phone 204.489.1239 Fax 204.489.1370 www.pembinatrails.ca/henryizatt/

Mission Statement We are a community of learners dedicated to providing diverse opportunities maximizing growth and development in a rapidly changing world. H – Humanity; G – Growth; I – Innovation

Principal Peggy Hobson

Vice-Principal Darren Oughton





Technology and Global Citizenship: Students will develop digital and global citizenship skills increasing their awareness of how personal contributions make a difference. (meeting literacy and numeracy outcomes; graduation)

Assessment: Strong Beginnings and Class Profile packages will be uniformly revised and teachers will receive professional development in preparation for September 2014; Strong Beginnings data will inform class profile development and present the foundation for individual, differentiated student instruction. (engagement; meeting literacy and numeracy outcomes; graduation)

Program: Students will participate in an inquiry based learning project during 2013-2014. (engagement; meeting literacy and numeracy outcomes; graduation) Students will participate in the HGI mathematics delivery initiative with the focus on increasing retention of outcomes over time. (meeting literacy and numeracy outcomes; graduation) Students and staff will participate in a learning environment with embedded innovative delivery. (student choice, embedded creative arts, wireless capability, flexible scheduling, morning meetings, active start, intentionally increasing student self-concept and preparing students for success) (engagement; meeting literacy and numeracy outcomes; graduation)

Progress Toward School Plan Priorities • Inquiry is incorporated into cores and option courses; all students participated in an inquiry project in a variety of

subject areas grade 5 – 9. • HGI students took the lead in the area of Global Citizenship, promoting “We Day”, “We are Silent”, “Count Me In”,

fundraising for Siloam Mission, “Bag Up Challenge”, Japanese Exchange, sharing information about digital citizenship with other Schools/Divisions, fundraisers throughout the year for their chosen cause for a school in Sierra Leone; all HGI participants developed a school social contract (values) which was posted in all classrooms.

• All teachers received Professional Development in the Fountas and Pinnell assessment tool in preparation for September Strong Beginnings.

• All grade level teams implemented cumulative testing and assessment of outcomes. • Positive relationships across the school were enhanced by the expectation of three morning meetings per

classroom each 6 day cycle, as well as the implementation of active start three mornings per cycle.

Progress Toward the Three Expectations for Student Learning 2013/2014 • As summarized by the “Tell Them from Me” Survey, 82% of the HGI students believe their education is benefitting

them personally and economically; 80% are trying hard to succeed. The survey also indicated 81% of students reported being engaged in school.

• Assessment data indicates the following percentage of students by grade level at or above grade level outcomes: Grade 5 Literacy 85%, Numeracy 82%; Grade 6 Literacy 80%, Numeracy 85%; Grade 7 Literacy 85%, Numeracy 78%; Grade 8 Literacy 87%, Numeracy 77%; Grade 9 Literacy 88%, Numeracy 80%.

• The data and experience at the school demonstrates there is an increase in students who are experiencing anxiety; the HGI team has developed, and will continue to enhance, strategies to address this pervasive issue in the adolescent population.

400 Scurfield Blvd., Winnipeg, Manitoba, Canada R3Y 1L3 Phone: 204 488 4245 Fax: 204 489 1847

Mission Statement Whyte Ridge School is dedicated to educational excellence through challenging and enriching experiences for all in a safe and caring community.

Principal

Mr. D. Poersch

Vice-Principal Mrs. T. Ryznar





Literacy- All students will increase their writing skills and develop a stronger sense of themselves as writers. By participating in authentic and engaging writing activities, students will develop a positive attitude toward writing. Students will improve their use of conventions, vocabulary, detail and extension of thought. Technology- All students will develop an understanding of the importance of digital citizenship and all staff will become more proficient with using technology as a tool for learning. As technology continues to be an integral part of society and student learning, our challenge is to teach students at an early age how to make responsible choices around etiquette, security, rights and responsibilities. In addition, staff must continue to grow in their learning of how technology can best be used in the classroom. Numeracy: All students will demonstrate growth in, and increased use of mental math strategies. Use of manipulatives, games, direct teaching and home communication will be used to achieve this goal.

Progress Toward School Plan Priorities

Literacy –Whyte Ridge students demonstrate, and celebrate their joy of reading and writing every day. The March, 2014 report card data indicates that 99% of the student population is reading at or above grade level outcomes. Similarly, based on the same reporting period, 98.4 % of the student population is achieving grade level outcomes in writing. Whyte Ridge students benefit from rich, classroom based literacy instruction, cross grade reading/learning buddies, and a unique literacy block structure designed to help all students work within their optimal learning range. Our library continues to support literacy endeavors through inquiry based learning projects. Throughout the school year, Whyte Ridge staff participated in various professional development sessions to support students in the areas of reading and writing. Among these sessions were: a hands-on book making session, school based session dedicated to linking writing and technology, Kindergarten and Grade 1 teachers attended four, half-day sessions with a focus on writing, and a team of teachers attended a workshop presented by Richard Allington on “What Struggling Readers Really Need.” We continue to make great strides in providing high quality instruction to the students at Whyte Ridge School.

Technology- Most grade levels have been exposed to the concepts of digital citizenship both in library lessons and classroom lessons. The newly designed Learning Commons Area (2013) and iPads/Netbook carts have been frequently used to support regular classroom instruction and special projects. Highlights in the area of technology include the Grade 4 Artist in the School Digital Photography Program, classroom blogging, movie making, Smartboard lessons and much more. All staff participated in a whole school PD day with a focus on the integration of technology and literacy. In addition to the set of iPads that can be signed out to classrooms, additional iPads were purchased, allowing one iPad per grade level team. Parent information in the areas of digital citizenship and technology has been highlighted in newsletters and student handouts throughout the school year.

Numeracy – As in the area of literacy, Whyte Ridge students boast impressive results in the area of numeracy, specifically in the area of mental math. Based on the March 2014 reporting period, results indicate that 96% of the school population are achieving grade level outcomes or beyond. The ongoing teacher professional development, use of small group instruction, supportive home environments and technology all contribute to this success. Teachers have also supported this goal by attending various math professional development sessions on math workstations, guided math and First Steps in Math. A hands-on approach to teaching mental math is inherent in Early Years classrooms, with a focus on ensuring students have a strong understanding of concepts.

Progress Toward the Three Expectations for Student Learning 2013 /2014 All

1. All Students will be personally and intellectually engaged in their learning at school. Among the many initiatives to support student engagement at Whyte Ridge School are:

• Library classes with a focus on inquiry based learning • Literacy blocks (a unique structure embedded into the classroom timetables that allows for additional support to be

brought into the classroom to work with small groups). • Blogging (students take ownership of communicating their experiences at school to encourage ongoing, real-time

parent/school connections). • Dynamic schedule of opportunities beyond the classroom. Clubs such as Readers Leaders, Language Clubs,

Recycling Clubs and Science Clubs are available to students throughout their school day. • We continue to develop our outdoor classroom so that it is filled with opportunities for students to learn in the

outdoors. With the help of a sustainable development grant and our parent council, we have had the opportunity to purchase supplies that can be used in the outdoor classroom and during outdoor inquiry projects, and we will also be installing two more garden boxes for classrooms to use. Our Kindergarten teachers have also embraced a unique challenge to commit two weeks to teaching as much as possible outdoors.

• Special events and field trips are a big part of planning for student engagement. Women in Science, Earth Day, Run At the Ridge, Olympics Celebrations, Assiniboine Zoo, Japanese Cultural Center, Fort Whyte, Lower Fort Garry and the conservatory are among the many opportunities that Whyte Ridge Students have experienced this year.

• Monthly Family Group activities are arranged so that students develop a stronger sense of community across grade levels.

• Whyte Ridge School hosts a Safe and Caring Professional Learning Community made up of teachers with the goal to ensure that Whyte Ridge School is providing an environment where all students feel a sense of safety and belonging. It is to this end that we seek to involve students in many diverse activities. This was the first year that our grade 4 students were able to participate in the national “Tell Them From Me Survey.” It was very evident that our current grade 4 population feels connected to their school and learning environment. Some highlights from this survey include: 95% of Whyte Ridge students felt a high sense of belonging, with the national average being 88% 97% of students indicated that they felt safe at school, with the Canadian norm being 86% 75% of students are involved in various school clubs

2. By the end of grade 8, all students in Pembina Trails will meet the provincial curricular standards for literacy and

numeracy, allowing them the greatest possible success in high school. • The first line of support for academic success is classroom instruction. Each of our teachers assessed their students

and began instruction to support the needs of their students. Profile meetings were held at the beginning and middle of the year and supports were allocated to reflect the needs. Our classroom teachers work to provide successful experiences for students and to help students build solid academic foundation for future learning. Kindergarten and Grade 1 teachers participated in a Writing PLC, which allowed them to have four half days of professional learning and dialogue with colleagues across the division.

• Whyte Ridge School has a structure of Literacy support in which each class is given support for small group instruction for half an hour every second day. The school and the Parent Advisory Council partnered this year to buy leveled, high interest books for all classrooms as well as the library. This has strengthened our literacy skills tremendously and the March Report Card data supports this statement.

• Our numeracy goal this year focuses on mental math strategies. We placed greater emphasis on teaching strategies so that our students were better able to meet the outcomes for recall and automaticity across the grade levels. Several teachers attended Math Workstations PD over the summer, which has allowed them to create an environment that allows them to support and guide students at various stages of their learning.

3. All students in Pembina Trails will graduate from High School.

• Through our school plan and professional learning we strive to provide a solid foundation across the academic domains in a safe and caring early-years environment. This year, we had a team of teachers participate in a Category 4 grant that allowed us to focus on expanding our understanding of Universal Design for Learning, Leadership at the grade 4 level and expanding our repertoire of activities in our Family Groups.

• Musical and Physical Education experiences were planned to celebrate participation as well as provide challenges for highly skilled students with a strong early years focus.

• We had an Artist in the School Project that involved digital photography. Every grade 4 student had an opportunity to learn about photography and create a mini portfolio of their work. Our annual grade 4 project builds a sense of community and memories for our grade four students.

• Play is an important part of Early Years Learning. With the support of our Parent Council, we continue to develop

and expand our outdoor space. • Our Learning Commons area (new in 2013) has now gone through one full school year of use. Having an area

connected to the library and having various technology tools available for student use allows for technology skill development and also allows for greater opportunities for inquiry based learning. As we move forward in the 21st century, we strive to develop these skills in students.

• We continue to partner with Henry G. Izatt School through various activities (Day in Pink, Band/Music presentations, special projects, school tours) to help our students create a vision and excitement for their next level of learning (middle school).

1827 Chancellor Drive, Winnipeg, Manitoba, Canada R3T 4C4 Phone: 269-1674 Fax: 269-7832 www.pembinatrails.ca/arthuraleach

Mission Statement We are dedicated to educational excellence through challenging and enriching experiences for all, in a safe and caring community.

Principal

Darren Juby

Vice-Principal Karen Brawdy




2013-2014 School Plan Priorities

• Literacy: to strengthen the Literacy skills of all students in all subject areas • Numeracy: to enhance the numeracy skills of our students

• Contemporary Learning/Teaching: to enhance the Engagement levels of our students

• Respect: to strengthen our respectful school culture

Progress Toward School Plan Priorities • Literacy – Literacy was made visible throughout the school through a Grade 7 Reading Fair, the development of a

Literacy Data Wall – tracking and celebrating the reading comprehension progress of ALL students (putting names/faces to the data); reviewed and refined our School Wide Literacy Strategy Continuum; Café Menu was posted in all English Language Arts classrooms; Staff PD sessions utilizing the work of Richard Allington and Penny Kittle; the development of the AAL AAL Literacy Intervention Checklist (Vision of Support); establishment of Literacy Learning teams at each grade level; School Wide Literacy events – field trips to the local library and the Millennium Library by each classroom – each child now has a library card and access to on-line resources

• Numeracy – Sixty-eight Grade 7 and 8 students wrote the Gauss Math Contest; 40 Grade 9 students wrote the

Pascal Math contest; a new Strong Beginnings assessment package was piloted in Grades 6-9, the Grade 6 package was enhanced and utilized as ‘Strong Endings’, the SB package will continue to be used in 2014-2015; a Math Club was developed as a noon hour support program; in response to a greater interest in Math, a Grade 10 pre-calculus course is being offered for 2014-2015

• Contemporary Learning/Engagement – all staff have initiated the use of Edmodo as a consistent communication tool for students and families; UDL concepts were discussed throughout the year with all teachers; the Grade 8 team developed a UDL unit for the Medieval period; Grade 9 ELA/Social Studies collapsed curriculum outcomes to allow for cross-curricular student work; Passionate Learning Communities were created to support teachers in collaboratively developing more engaging strategies and activities for students; an alternative learning environment was utilized as a means to support student attendance and academic success; the end of year Celebration Ceremony continues to evolve toward celebrating the learning of ALL students in ALL areas of their school experience; Teaching to Diversity, by Jennifer Katz, was provided to all teachers as a support towards


embracing the philosophy and practices of inclusion and the establishment of positive student – teacher relationships to begin the school year

• Respect – the staff Respect Agreement was posted in numerous locations throughout the building; Marie Geelen’s expertise was utilized in the completion of the Student Respect Agreement - which has been published and posted in all classrooms, the support of inclusive and cooperative teaching strategies and respect lessons; attendance has increased from 2011-2012; the Respect and Diversity lessons from Teaching to Diversity were taught to all students in all grades to open the school year; Student Action Club (40 student members) coordinated community and global action activities, Arthur A. Leach delegation attended WE DAY, Three school wide assemblies focused on or connected to Respect and Social Justice

Progress Toward the Three Expectations for Student Learning 2012 /2013 Literacy: Through the development of the AAL Shared Vision for Literacy and the development of the Literacy

Intervention Checklist, the importance of Literacy continues to be highlighted, and supports have been enhanced for students not yet reading at grade level.

Numeracy: We have placed additional emphasis on Numeracy, both through student supports such as Math club, and through enrichment opportunities through Math contests. Our ability to diagnostically assess students has improved through the development of a new Strong Beginnings assessment tool.

Engagement: Our Contemporary Learning team has facilitated the implementation of Edmodo as a consistent

means for students and families to communicate with teachers and to monitor learning. Additional use of technology has been infused into lessons and a heightened focus on UDL (Universal Design for Learning) has facilitated a greater level of engagement for more students.

Graduation: A Student Support room was initiated to support students who were demonstrating difficulty entering into classes and/or having long standing issues with attendance. Our Grade 9 Credit Support program continues to provide a low teacher-student ratio to specific students, thereby enhancing the students’ ability to acquire as many Grade 9 credits as possible.

700 Bairdmore Blvd., Winnipeg, MB R3T 5R3 (204)261-3350

Mission Statement Bairdmore Elementary School is dedicated to educational excellence through challenging and enriching experiences for all, in a safe and caring community.

Principal

Robert Gendron

Vice-Principal Gemma Skelton




2013/2014 School Plan Priorities 1. Safe and Caring School Community

2. Literacy and Numeracy Priorities

Progress Toward School Plan Priorities 1. Safe and Caring School Community By June 2014, all staff will augment their strategies (by 2 new strategies) in creating a safe and caring classroom and school for all

students, staff and community. • We have had a continued emphasis on respect with a focus on four Guiding Principles: • Every human being is unique and has a contribution to make. • Every human being has strengths which much be nurtured and supported. • Every human being has the right to be respected and the responsibility to respect others. • Service to others performed with caring and love makes a difference. • These principles will be visual in the hallway as well as classrooms. Also shared with Parent Council and at assemblies so

that it is clear what they “look like, and sound like”. • Family Grouping – MUGG Groups (Mixed Up Grade Groups) a sense of community. • Acts of Service to Others. • Celebration and Recognition Assemblies to be held at least twice in the year. • A common approach and understanding of Respect developed by all staff in dealing with all students regardless of class or

grade level. Is that respectful? Is it disrespectful? Data Collection:

• Data collection in the office from classroom teachers as well as lunch supervisors. • Referrals to student Services: 14 new referrals 2013 – 2014. Up by 4 from 2012/13 • Lunch Supervisors – 48 office referrals out of 196 lunch hours. Referrals relate to classroom management and student

conduct. However, this year, a small group of students (4-14 at a time) met each lunch hour with Mr.Gendron regarding appropriate lunch behavior.

• Class visitations • Attendance records • Observations on the playground-duty rooster schedules with emphasis on supervision and interaction, movement and

observation. Encourage students to ‘speak to the adult on the playground’ when an incident occurs. • Classroom referrals due to inappropriate behavior. • Classroom celebrations

2. Literacy and Numeracy Priorities By June 2014, 90% of students in grades 1 to 6 will be meeting outcomes for automaticity with Basic Facts. Reading Goal: 80% of all at risk students (more than 2 years behind) will achieve 1 full years’ growth in reading levels by the end of June, 2014. 100% of remaining students will achieve a year-end reading level within the range of their grade level or beyond by the end of June 2014.

• Continue working with the Fountas and Pinnell Balanced Literacy Kit to help support the framework mentioned in A. • Continue to augment our reading resources for all children using a wide variety of genres to help support student

achievement. • Focus on the school wide use of the Daily Five and Café to support Literacy. • All professional staff entered assessment data on Literacy and Numeracy using the divisional data collection format to

support student planning. • All students will be supported through appropriate educational planning that will meet the individual student needs. • Assessment of Literacy will be a balanced approached (write, say, do) that will guide instruction as well as inform the

student and their parents of areas of strength and areas for growth and development. • Development of a Reading resource center that will focus on materials at different levels to support instructional planning. • All staff took training in First Steps in Math (2 year commitment) • Creation of a Numeracy Support position to help support students and classroom teachers. • Class profile meetings occurred twice this academic year-October and February with a focus on basic facts and Literacy.

Data Collection:

• Class Profiles: 15/15 classroom profiles were completed (October and February) – followed by regular meeting with classroom teachers.

• Report Cards – including Adaptation Plans • Strong Beginnings – Literacy, Numeracy • Fountas and Pinnell data wall provided a visual data base representing student reading level. • Grade Team Meetings – need to increase the opportunity for grade level team meetings, timetable and class assignments

(teacher) will address the need for collaboration. • Support Services meetings – regularly, scheduled team meeting • Class visitations • Tri-Conferences • Classroom Surveys (Tell Them From Me) results: Student quote, ‘Students hardly ever get into fights. The teachers listen to

us, make sure we understand what we are taught, and are always fair. There are lots of clubs and sports to participate in. The school is always trying to improve.(Even though it's already very good.) Somethings that I really like about our school is that no one ever gets bullied and that the teachers here are all really nice. And that we do a lot of work and fun experiments!!!I love school!!!Some things that I think could be better is we should have longer gym classes and longer art classes and longer science classes!!!

• Parent Council Discussions • Continuous movement of students on the data wall to exemplify growth.

Progress Toward the Three Expectations for Student Learning 2013 /2014

• All students in Pembina Trails will be personally and intellectually engaged in their learning at school. • EAL – curriculum adaptation and content based preparation for individual students/groups. • Math supports (Learning Carpet, Power of Ten, Math Games, Van de Walle, First steps in Math training, various math

manipulatives, Origo number Talks and Guided Math, Numeracy Support position) • Fountas and Pinnell Assessment Kits • Guided reading materials • Adaptation plans • Differentiated instruction (focus and practice) • All staff trained in First Steps in Math (2 year commitment) • Café/Daily Five Implementation of strategies • Strong Beginnings data • Literacy/Numeracy on line data • Report cards • Teacher experience • Adaptive planning with consultation • IEP – Individual Educational Plans • BIP – Behavioral Intervention Plans • Roots of Empathy • Rate and Review-Anti-Smoking • Balanced assessment (say, write, do) • Divisional support-student services, co-ordinators et al, strong support team in school. • Guidance school wide initiatives – Roots of Empathy, In-class lessons on a variety of topics (ie. managing feelings – stress,

anxiety, anger, friendship, internet safety, etc.) • Grade partnerships, buddy learning groups • MUGG (Mixed Up Grade Groups) whole school cross grade groupings, meeting monthly to build positive school culture • Parents as partners and volunteers • Social Skills Group – counselor/guidance classroom instruction, targeted small group, in-class and recess and lunch EA

placement to support social skills development/interactions • New student supports to welcome and transition to Bairdmore – EAL protocol (attached) • Reading volunteers • Aboriginal drumming • Speech and Language Clinicians programs, recommendations, home programs, supported by EA • Regular meetings with Student Support Services Consultant at the Divisional level • Lunch program training • Reading Recovery Intervention • Regular team meetings: CARE (counseling, administration, resource) and CSS (resource, counseling, administration,

Speech and Language, Psychology, Intensive Psychology, Social work), Clinicians (OT, PT, SLP, Augmentative SLP) • Counselor - intensive and small group counseling with an array of social, emotional, family and personal issues. Parent

meeting/communications. • School Committee focused on school • Beginning partnerships with outside agencies (St. Norbert Coalition, Health Agencies, Healthy Child) • EA 1 and 2 support • Educational Assistant training – literacy, numeracy, attention and oppositional awareness, social emotional and awareness,

Speech and Language, computer program training • BLST Support • Divisional support – Student Services, Superintendent, Trustees • Fort Garry Coalition to support programming for new Canadian Families • Newcomer Club • Kindergarten Here We Come • Fort Garry Coalition to support in becoming Kindergarten students • Roots of Empathy • Assessment practices through all areas • Interpreters • Immigrant Settlement worker – Yobi • Lunch Lady (hot lunch options offered/promoted by BAC) • Bairdmore lunch program supported by BAC – daily operations: Teresa Birch

• By the end of grade 8, all students in Pembina Trails will meet the provincial curricular standards in literacy and numeracy, allowing them the greatest possibility for success in high school.

• EAL – curriculum adaptation and content • Math supports (Learning Carpet, Einstein Math Games, Power of Ten, Trevor Calkins Math Games, Van De Walle, First

Steps in math training, various math manipulatives) • Fountas and Pinnel Assessment Kits • Guided Reading materials • Adaptation plans • Differentiated instruction (focus and practice) • All staff trained in First Steps in Math • Café/Daily Five implementation of strategies • Strong Beginnings data • Literacy/Numeracy on line data • Teacher experience • Adaptive planning with consultation • Social thinking groups • Fine motor groups • DTORF Assessments • Precision Reading – interior reading program • RAZ Kids – home reading program • Roots of Empathy • Anti-Smoking program • Balances assessment (say, write, do) • Math Talks – a copy for all staff • Intensive 1-1 Literacy/Numeracy instruction from resource • Drama intervention – viewing and representing • Committed staff • PD to support learning at the school level, divisional, and outside sources • Professional development –First Steps

• All students in Pembina Trails will graduate from High School • Prepared students to remain engaged in school in order for them to succeed in the future. • Given students strategies to make decisions that will enable them to be successful personally and academically, through our

engagement efforts as described in Expectation 1. • Jr. high and high school students engaged with programming at Bairdmore – drama, track, music • Taken students to the “Eyes on the Techno Trades” at Winnipeg Technical College (hands on opportunity to explore trades)

and to the high school musical – Joseph and the Amazing Technicolor Dreamcoat • Smartboards installed in every classroom (courtesy of partnership with Bairdmore Parent Advisory Council, BAC) • Second computer lab added to early years wing of school complimenting existing upper elementary lab (compliments of

Bairdmore Parent Advisory Council, BAC) • Digital cameras in every classroom support technology in the classroom and literacy with information, communication and

technology • Netbooks available in grade 6 classrooms

Music • Kindergarten to grade 4 Holiday Concert musical – “Songs of the Season” • Celebration of Learning – “Grade 5 and 6 students presented musical ensembles pieces” • Grade six recitals from a wide variety of students of different instruments. • Bairdmore Grade 4-6 choir performed at the Pembina Trails Music Festival. • Grade 5&6 students, grade 4-6 choir, grade 4 recorder club performed at their spring concert “Let There Be Song!”

Leadership • Grade 6 student leaders excel in leadership roles in library, music, morning announcements, French newspaper, patrols and

Phys. Ed. • Grade 5 students as Bairdmore Patrols recognized by Winnipeg Police Services, the distinction of 1rst place in Pembina

Trails School Division for community service and commitment to safety three years in a row • A multitude of cross age/grade partnerships as our grade 5 and 6 students’ work with younger students supporting reading,

writing, and literacy development in programs such as Buddy Reading • Aboriginal Leadership Group where students participated in Aboriginal Drumming, and shared cultural teachings and

experiences!

• Classroom based and school-wide community service/fundraising for Terry Fox Cancer research as well as, Africa, toothbrush collection for shelters, Winnipeg Harvest food drives, tab collection for wheelchairs, plastic bag collection, recycling, Christmas Cheer Board, Salvation Army toy drive, and anti-bullying campaign

• The “Me to We” club held events throughout the year to raise awareness and money; including, Aeropostal, bake sale, and Valentine’s pencils/cards

• Roots of Empathy program, offered by our Resource Teacher, introduced Baby Phineas to grade 5/6VB, who gained an understanding of infant/toddler growth and development as well as the essential life skill of empathy.

• Grade 3 guest presenter from Elections Manitoba • Grade 3 Fire Safety presentation • Grade 3 Water Safety presentation • University of Winnipeg Athletes read to students at grade 5 and 6. • Grade 5 students assisted Kindergartens for Primary Play day.

Academics

• Strong Beginnings assessment for learning occurs in all classrooms in order to plan for all students’ success • Grade 6 Canadian Math League contest results in Bairdmore student’s standings in the top 5. • Grade 6 hunted for geocaches on the playground while learning about GPS • Four staff attended “We Day – Free the Children”, a daylong celebration inspiring young people to lead local and global

change. As a result we have a Me to We Club of over 50 students. • Festival du Voyageur in February promoted a full school activity and academic based cultural event which included several

parent volunteers. All grade 5 students participated in activities and presentation at the Festival du Voyageur in St. Boniface.

• In March, students represented Bairdmore at the Divisional French Poetry competition • Minimum two (2) annual fieldtrips in each classroom support and enhance curricular studies • Consultant, Mrs. Marie Geelen, from Ontario, presented 2 workshops to various grade levels in support of Bairdmore

School Mission Statement and schools goal of safe and caring. • Teachers worked diligently to augment assessment skills/practice in literacy and numeracy through school based, divisional

based and North American conferences as well as professional goals, reading, consultation and collaboration. The Fountas and Pinnell Balanced Literacy Divisional initiative was a strong focus this year. This kit along with Pembina Trails Assessment philosophy guides literacy assessment for learning, as learning and of learning. Our work extended to “The Daily Five” and “The Café” research based literacy assessment and instruction

• First Steps in Math-First year training for the entire staff. It is a 2 year commitment.. • In February, the grade 6 students participated in the Canadian National Mathematics League Contest. The top five students’

scores made up Bairdmore School’s team score. With this team score, we placed 2nd in all of Manitoba. • Conversation Club invited students who are learning English as a second language to participate and have fun discovering

the nuances of the English language and culture circles of Love Reading throughout the year hosted special guest readers: • “I Love to Read” month focused on the theme of Peace with a kickoff assembly where we wrote Peace books in our MUGG

groups. • Partnership with Literacy Links project to support parents with pre-school children in developing a positive literacy

environment at home • Manitoba Young Readers’ Choice Award (MYRCA) grade 5 and 6 students voted and participated

Athletics • (94% of 4-6 (195) students , participated in the Divisional Cross Country Meets at Kings Park • Kindergarten to grade 3 Primary Tabloid day • Divisional Track and Field results in over 200 participants with 65 advancing to divisional competition and approximately

15 students went on to compete at the Hershy’s Provincial Track meet in June. • Over 160 students in grades 4 through 6 involved in indoor track. • The Kindergarten to grade 3 Dance Festival was a huge success with all grades learning and performing 8 to 10 dances • Amazing athletic opportunities provided by staff and volunteers ranging from volleyball, basketball, running club, skipping

club, intramurals, marathon club, floor hockey, skipping club, and more! • GDIC (gym drop in club) • Indoor track and high jump club

Other

• Bairdmore is honored to have the hard work and dedication of over 70 volunteers in classrooms, behind the scenes organizing and contributing to the growth and success of all our students as classroom representatives, bakers, gardening, special projects, field trips, library assistance, and presentations and on and on.

• Day of Pink-Anti-bullying campaign • This fall grade 2 and grade 5 classes made a visit to Southeast Personal Care Home on Halloween and again sharing some

holiday joy in December. We would like to thank Southeast Personal Care Home for inviting our students and for their

hospitality and treats. • Bairdmore partnership with our Parent Advisory Council resulted in our development of the Outdoor Classroom and

numerous volunteer work and support. We could not do it without them! • Water Safety presentation to the entire student body to help ensure a safe summer. • Recognition assemblies recognize student involvement, success and achievements in Arts, Academics, Athletic and

Bairdmore School contributions such as patrols and leadership. • Thank you to our Parent Advisory Council (BAC) for their contribution to new color coded recess equipment, classroom

materials, EAL materials, and Bairdmore outdoor classroom. • Gardening Club compliments Outdoor Classroom initiative and Arbor Day celebrations. Over 80 students participate in

planting, tending and growing our gardens. • MUGG groups (mixed up grade groups) continued this year building our school them of PEACE. • Grade 2 Knitting Club • Expansion of the outdoor classroom with the creation of the Willow Tunnel. • CNR rail safety presentation to all students. • Cancer Care Puppet Show-Camp Quality • MPI Bicycle Safety and Rodeo Presentation

1520 Chancellor Drive, Winnipeg, Manitoba, Canada R3T 4P8 Phone: 261-9535 Fax: 275-6571

Mission Statement Chancellor School – dedicated to learning in a safe, caring environment

Principal

Leslie Wurtak

Vice-Principal Marilyn Challis Cozzuol




2013/2014 School Plan Priorities By June 2014, students will have achieved grade level expectations or student specific outcomes in reading,

listening and viewing comprehension. By June 2014, students will have achieved grade level expectations or student specific outcomes in their writing

skills By June 2014, students will achieve grade level or student specific outcomes in the Number Strand. By June 2014, students will understand that citizenship includes rights and responsibilities for all.

Progress Toward School Plan Priorities Reading continues to be an area of focus for all students K – 6. Student reading levels were collected on a data wall

three times during the school year. Data was reviewed collaboratively by classroom and support teachers on a regular basis. The data informed both classroom instruction, as well as strategic interventions. Professional development for both teachers and educational assistants supported student achievement by strengthening instructional practices around reading comprehension strategies. Students have been supported and engaged with diverse reading materials in a variety of formats (e.g. print, online) through our classrooms libraries, literacy lab and school library. Writing skills were strengthened through targeted interventions implemented by teachers, educational assistants and support staff. Classroom support, small group interventions, increased use of technology and innovative programming (e.g. an aboriginal elder), contributed to achievement of grade level or student specific outcomes in reading, comprehension and writing.

The development of number concepts has been a priority at all grade levels. Guided Math and Closing the Gap strategies were implemented in many classrooms resulting in greater student achievement in the number strand. The majority of classroom teachers (85%) have completed professional development in First Steps in Math, providing them a greater understanding of the acquisition of key understandings.

Chancellor School staff and students continue to cultivate a safe and caring learning environment where all are

respectful of one another. By gathering student voice, student leaders developed four Respect Agreements. The school community continues to develop a shared understanding of these Respect Agreements. Teachers examined the four respect agreements in relation to the social studies curriculum, specifically the citizenship outcomes and aligned their classroom learning experiences. Citizenship, equity and social justice have been promoted through service learning projects, both locally and globally in all classrooms and through a citizenship group called “It Only Takes One”-IOTO.

Progress Toward the Three Expectations for Student Learning 2013 /2014

Students in grades 4 – 6 participated in the Tell Them from Me survey. Students responded to a series of questions related to academic engagement, school climate, social emotional well-being, and physical health. Chancellor School students responded positively on all dimensions of the survey. Data was examined and utilized for a variety of purposes (e.g. to guide instructional practice and to refine school culture)

Chancellor School continued its partnership with consultant, Pat Adams with Manitoba School Improvement Program and began a new partnership with another consultant, Marie Geelen. Staff worked collaboratively with both consultants on several initiatives focused on respect, citizenship and student engagement.

Continued financial support from the school division and outside agencies – Neighborhoods Alive and The Winnipeg

Foundation – allowed for the implementation of creative programming initiatives to support our diverse student population. The walking school bus, winter school bus, breakfast program and community outreach supported student attendance, engagement in learning, and participation in school learning experiences.

Teachers continue to refine their instructional and assessment strategies in math, reading and writing with the goal of supporting all students to achieve grade level or student specific learning outcomes. Through professional learning, educational assistants have further developed their instructional skills to support student reading comprehension. Through ongoing collaboration, staff has been purposeful in providing more targeted interventions that support student achievement.

Newcomer students and families are welcomed into our school community. Students are gradually introduced to

school culture and classroom routines by peers with the support of classroom teachers and English as an Additional Language teachers. This orientation protocol has facilitated great engagement in learning and academic success.

123 Smith Drive, Winnipeg, Manitoba, Canada A1B 2C3 Phone: 123-4567 Fax: 891-

0112 www.pembinatrails.ca/template Mission Statement WE AT ECOLE RHG BONNYCASTLE SCHOOL ARE COMMITTED TO BUILDING AN EDUCATIONAL COMMUNITY THAT INSPIRES ACADEMIC AND PERSONAL EXCELLENCE IN A SAFE AND CARING ENVIRONMENT.

Principal

Cristina Molinari

Vice-Principal Lise Denis




2013/2014 School Plan Priorities By June 2014, all Bonnycastle classrooms will have actively participated in at least 10 lessons focused on

developing an understanding of the 4 pillars and 7 virtues which underpin Bonnycastle’s Respect Program. Students will actively demonstrate the behaviours associated with the 4 pillars and 7 virtues.

By June 2014 100% of students will increase at least one grade level in reading comprehension in the English

Program. By June 2014 85% of students will achieve 3 or 4 in mental math and estimation as indicated on the provincial report

card. By June 2014, Each French Immersion students will receive C or U under the Engagement in using French section of

Learning Behaviours as indicated on the provincial report card. By June 2014, the French Immersion students will increase their appreciation of the French Culture.

Progress Toward School Plan Priorities

All of our classrooms participated in at least 10 lessons that focused on developing an understanding of the 4 pillars

and 7 virtues. According to our Respect survey, 87 % of our students have actively demonstrated the behaviours associated with our Respect program.

Of all the students that have been tested to date for the month of June, 85% have increased one grade level in

reading. More data will be available once we finish all of our testing. With data being calculated from report card marks from Term 1 and Term 2 and a school based Math Facts

assessment 75% of our students have achieved 3 or 4 in mental math and estimation as indicated on the provincial report card. Final data from the whole year will be available in late June.

82% of our French Immersion students received C or U in the Engagement in using French section of Learning

Behaviours as indicated on the provincial report card.


Our French Immersion students have had an increased exposure to the French language and culture via French

Immersion assemblies, cultural presentations and school wide speaking activities.

Progress Toward the Three Expectations for Student Learning 2013/2014

Literacy & Numeracy Expectations: Literacy: All classrooms had scheduled literacy blocks with consistent support for guided reading three times a cycle. We are

continuing our summer reading program which consists of supports on our web page and books are being sent home to students who are our lowest readers and who may not have access to books at home. This summer reading project is to continue to help with the summer reading gap.

Members of our school Literacy Team provided professional development on Words Their Way. Our staff was involved in Joint PD PLC’s on literacy and numeracy.

Staff have observed their peers teaching using CAFÉ and teaching specific comprehension strategies Our Literacy Program Area Leaders set up training for CAFÉ for our new staff m members. All staff have been

provided with a copy of the CAFÉ book. A commitment of the school budget to acquiring literacy resources was done to increase the number of books in our

literacy and in our home reading programs. Numeracy: All staff were involved in job-embedded professional development on problem solving, guided math, math

stations, estimation strategies, axis resources, that occurred 4 times in the school year and was provided by our divisional Math Consultants

The K-1 team created a PLC to construct math stations to be implemented next year. Staff Members continue to be trained in FSIM and PRIME. Our Math Lab was maintained and more math lab materials were purchased. Teachers used the Math Lab tools Parents received a copy of the division’s mental math strategies pamphlet at our first tri-conference

Engagement We have knowledgeable, experienced, caring and flexible staff who continues to learn more about diversified

instruction, guided reading, math stations, and the use of technology in the classroom. They provide professional development to each other and job embedded professional development is becoming part of our culture. We are about learning. We also provide a rich co-curricular and extra-curricular programming. Our respect program is our foundation of how we interact with each other and this helps to provide an engaging and safe environment for our school.

Students have been actively engaged both in and out of the classroom and the addition of co-curricular activities (that not sports or arts related) has allowed for more variety of choices for students. Some examples are: Math Club, Chess Club, Conflict Mediators, Polar Pride, Blogging Club, Knitting Club.

Graduate from High School We have early and ongoing intervention strategies for math and reading. We have a tracking system via Literacy

Blocks and our Data Wall on how students are progressing in reading. Using our school based Transition Form, articulation meeting occur between grades and between schools with specific information on how certain students learn best and which strategies are the most successful. We have a case management approach to monitor student progress and we track data from the report cards, provincial assessments, and from our divisional literacy and numeracy banks.

810 avenue Waterford, Winnipeg, Manitoba, Canada R3T 1G73 Phone:452-8945 Fax: 474-5131 www.pembinatrails.ca

Mission Statement At École Viscount Alexander, we believe in the formation of engaged, autonomous, responsible and bilingual citizens while encouraging academic excellence within a school culture validating learning in French. À l’École Viscount Alexander, nous croyons en la formation de citoyens engagés, autonomes, responsables et bilingues tout en encourageant l’excellence académique au sein d’une culture valorisant l’apprentissage en français.

Principal Mme S. Tipping




2013/2014 School Plan Priorities French Culture and Oral Language Student Engagement Literacy Numeracy

Progress Toward School Plan Priorities French Culture and Oral Language

• Students used both their oral French language skills along with their leadership skills to participate as MCs at special assemblies.

• Our Grade 7 and 8 students participated in Festival Théâtre Jeunesse in which they wrote and performed their own play in French. Also former students currently at Vincent Massey Collegiate presented their award winning play at our assembly.

• Emily H. participated in the concours d’art oratoire sponsored by Canadian Parents for French. She was successful in winning the provincial competition in the Grades 7/8 French Immersion category.

• As a school community, we worked in our family groups and participated in the French Festival du Voyageur in February. • Bilingual artists worked with art classes.

Student Engagement • Our school participated in a pilot computer management project called Haiku. Staff worked with students to help them with

their assignments, evaluations and announcements using this resource. Teachers also started to introduce electronic portfolios using this tool.

• Teachers and students have been working together to integrate technology into student learning in a responsible and safe manner. The school has purchased additional devices to ensure that students have access to adequate computer resources.

• Teachers have explored co-teaching opportunities during the year. These experiences varied in format and length. • Teachers worked in a Professional Learning Community (PLC) to advance their understanding of technology in the school

and worked at creating a protocol to address responsible digital citizenship. The PLC has also visited other schools in order to create a plan for our school.

• We introduced a Student Ambassador Program in which students toured and promoted the school to visitors. The student ambassadors changed throughout the year and this provided various grade levels and students with the opportunity to be


school leaders. • Student Council met regularly to promote and initiate We Day activities throughout the year. Students organized various

activities to raise funds and promote working for others. Our school also participated in the Children’s Rehabilitation walk and Roots of Empathy to promote and encourage empathy in our school community.

• To promote the sense of belonging and working together as a school community, students met in ‘families’ with a staff member during the year in integrated grade level groups. Each group worked at various activities to promote the school and the families were also used for special activities such as Festival du Voyageur and Track events.

• We were successful in receiving a Manitoba Healthy Schools Grant. For this grant, we introduced a yoga program for Grade 6 students.

• In order to promote and encourage various interests within the school and encourage community connections, we had several extra-curricular activities such as intramurals, sports activities, music and lunch clubs – these included craft club, crib club, chess club and the garage band.

• To enhance our creative arts school programming, we had several artists in the school. Mr. Dimitri Mehlman assisted with mosaic tile workshops along with Mr. Gordon Campbell with our Grade 7 and 8 art students. Ms. Leigh-Ann Kehler and Mr. Bob Armstrong worked with the Grades 5 and 6 in drama.

• Some classes participated in the International Hour of Code along with Girls in Technology workshops and EdCamps in order to promote computer coding. This is an area that we are hoping to continue to expand next year.

• Students had the opportunity to participate in various activities outside the school to enhance their school programming and preparation for future careers such as Winnipeg Technical College Open House, Hands on Techno activities, field trips, and We Day.

• Our band students participated in assemblies, musical festivals, concerts and excursions. • École Viscount Alexander School Grounds Transformation Committee is transforming our playground and creating an

engaging outdoor environment for our students.

Literacy • A Literacy Coach was integrated into our staffing allocation this year. During the year, the Literacy Coach worked on

creating surveys to understand the literacy practices amongst our students in order to assist staff to address literacy needs. Also, literacy evaluations and assisting with teaching and reading strategies to enhance student progress were also priorities.

• A PLC was created with teachers across the grade levels to look at our current literacy practices, strategies to create a continuum and progression in student learning.

• Grades 7 and 8 students were trained and worked with our resource teacher to support our younger students in literacy. • Our school participated in an Olympic reading event where students participated in numerous reading events. • Literacy strategies during the year varied across the grade levels depending on the student needs; however the strategies of

café, daily 5, reciprocal teaching and precision reading were some of the strategies used within the school.

Numeracy • Our teachers have participated in professional development workshops to enhance and deepen their understanding in the

teaching of Mathematics. • Numeracy PLC, including representatives from each grade level, participated in discussions to review our current numeracy

practices and work towards enhancing our current program. • The Mathematics PLC worked with our divisional Math consultant to facilitate the purchase of new resources for classrooms. • Our Resource Teacher worked to provide enrichment opportunities through the Gauss Mathematics competition this year for

Grades 6-8. • Grade 7 and 8 students assisted with Grade 5 in Math. This was a new initiative that was very well received from both the

Grade 5 and 7 students.

Progress Toward the Three Expectations for Student Learning 2013/2014 Students participated in various clubs and learning opportunities to engage them in their learning. Based on the Tell Them From

Me Survey, our students’ engagement results were similar to the Canadian norm. Based on our literacy results, 85% of our students are reading at or beyond grade level in French and 80% are reading at or beyond

grade level in English. Our provincial results indicated that 83% of our Grade 7 students were meeting the numeracy curricular outcomes in February.

83% of our students have indicated from our Tell Them From Me data that they will complete high school.

888 Crane Avenue, Winnipeg, Manitoba, Canada R3T 1T9 Phone: (204) 453-0539 Fax: (204)477-0783

http://www.pembinatrails.ca/crane/ Mission Statement École Crane in partnership with the community is dedicated to promoting personal best in an Early Years French Immersion setting.

Principal

Anna Zonneveld




2013/2014 School Plan Priorities Numeracy

o To improve communication between home and school of school numeracy targets, strategies of instruction and tools used to teach their children

o To improve overall numeracy performance of all students at Ecole Crane

Respect o To develop school wide respect agreements o To teach social problem solving skills to students

Progress Toward School Plan Priorities In January, our staff hosted a Math Olympics family event. This evening was extremely well attended with roughly

1/2 of our families represented. Children and their parents could be seen exploring math activities at 15 different stations, each one accommodating the K-4 range of abilities. We saw lots of families smiling, laughing and working together. We also got some excellent feedback from children and their parents: Both our kids really enjoyed this. Was a lot of fun to see them doing their work and having fun doing it. Great event. Our family had a fantastic time at this event and we very much look forward to attending again. I know how much work goes into organizing and planning these types of events and it is much appreciated. Way to go Ecole Crane and the Math department. I was very surprised by not only how much work the teachers put into this evening, but by how much fun the students had. My kids had a blast! I thought the math night was great it helped me to understand how my son is learning math in Kindergarden and I'm able to help him more at home. In addition to this event, many teachers have included ideas for how to support children’s numeracy development at home in their classroom newsletters. We also display student work in Mathematics on our school bulletin boards as often as possible. Finally, we have posted curricular information about Math and included links to games for learning Math skills on our school website.

Our students’ scores on the grade 3 provincial assessment have been steadily improving for the past 3 years:

At Crane, based on report card data 87% of our students have a very good or thorough understanding of math concepts 84% of our students have a very good or thorough ability to perform mental computation and estimation 81% of our students have a very good or thorough ability to solve mathematical problems.

Once again, teachers will use common grade level assessments to judge student progress toward key goals at the end of the year. Although this year’s results are not yet finalized, preliminary results demonstrate progress toward our goals.

Performance is gradually improving for all grade levels with impressive gains being made in the area of Fractions by the grade 4 group. According to the teachers, there is a large jump in expectations from grade 3 to grade 4 in that area. We will continue to collect information on these outcomes.

We were very fortunate to have had the opportunity to work with Marie Geelen this year. Marie has been an educator

for many years. She has been a classroom teacher, a resource support teacher, a curriculum facilitator, an administrator, and an international staff development trainer. For the past 10 years, she has been working as an educational consultant in schools across Canada, Scandinavia, England and Europe, working with students and educators “Building Respectful Cultures in the School Community” and helping educators expand their instructional repertoire. In spring 2013, Marie conducted a workshop on Respect for our teachers. In October 2014, she presented at our PAC meeting and solicited parental input regarding our school wide Respect Agreements. On October 15th, January 13th and April 7th she spent the entire day at our school, working with all of our students directly. We have achieved our goal of Creating Respect Agreements with the input of our entire school community. We are actively teaching children to live our agreements during class time as well as during our multi-age “groupes maison” time. We are also encouraging parents reinforce these important messages and skills at home.

Two new initiatives that came out of our work with Marie were the revival of our school mascot, Catou, as a model citizen, and the creation of a beautiful mosaic that represents our identity as a community. This mosaic is proudly displayed at the entry of our school.

We hosted two well attended parent learning evenings this year. In October we held our annual Reading Night (40

attendees) and in November our clinicians provided a session entitled Paying Attention to Attention: How to Help your Children Build the Attention, Focus, and Listening Skills needed to be Successful (30 attendees).

Our grade 4 “Bucket Fillers” went out on the playground regularly to encourage children who were playing in safe

and caring ways and to help lonely students join others. They also served as greeters at our various school events.

Grade level % meeting 2012 % meeting 2013 % meeting 2014 (to June 4) K 85 90 82.9 1 73 79 78.6 2 74 74 79.5 3 82.5 90 91.4 4 goal #1 72 67 80 4 goal #2 23 57 70

We continued our daily school-wide morning exercise program this year. Many parents and community members

joined us on our morning walks in September, October, November and June. Due to weather and playground conditions, classrooms performed their active start indoors for the other months. Many teachers, especially the teachers of our youngest children, report that their children were more settled and ready for work when they begin the day in this way.

Progress Toward the Three Expectations for Student Learning 2013/2014 Our school plan priorities tie directly to the board’s first two expectations. Student engagement is at the core of everything we do at Crane. By building relationships, maintaining high standards for academic learning and conduct, providing meaningful and engaging teaching and curriculum, ensuring ongoing professional development for staff and providing personalized support for students, we promote student engagement in school. With respect to the board’s third priority, we find ways to help children envision their path through high school and beyond. In order to do this, we take every opportunity welcome members of the École Viscount Alexander, Vincent Massey Collegiate and University of Manitoba communities to our school. Volunteers for our annual Family Carnival are drawn from the ÉVA student body. Our grade 4 classes visit ÉVA each spring. This June, the ÉVA jazz band is performing for our students. Many of our lunch monitors are students at Massey or in university. Bison Book Buddies spent time reading to our students once again this year. By remaining in touch with our students throughout their school years, and by drawing on their skills, we hope to promote their community engagement as well as benefit our current students.

ÉCOLE ST. AVILA

633 Patricia Ave., Winnipeg, Manitoba, Canada R3T 3A8 Phone: 269-5677 Fax: 269-3759 www.pembinatrails.ca/st.avila/

Mission Statement A French Immersion Centre – preparing our students for the world of the 21st century.

Principal

Cheryl Chuckry

Vice-Principal Chantal Proulx


1. All students in Pembina Trails will be personally and intellectually engaged in their learning at school. 2. By the end of Grade 8, all students in Pembina Trails will meet the provincial curricular standards in literacy


2013/2014 School Plan Priorities Literacy: Increase student achievement in the area of literacy (reading) in both languages Literacy: Increase student achievement in the area of literacy (writing) in French Numeracy: Increase student achievement in the area of numeracy (mathematical reasoning/problem-solving) Progress Toward School Plan Priorities Literacy: In March 2014, 95% of Grades 1-6 students were meeting grade level expectations for English reading as

measured by the Fountas and Pinnell assessment system and in French reading, 95% of students were on level as measured by the BEF and GB+ assessment systems. As a school, we have been exploring the 14 Parameters of Literacy Leadership to reflect on our progress, identify goals and to strengthen our programming in the area of reading and writing. Two areas of focus were to assess and increase our literacy resources and to consider how to plan for a timetabled literacy block. We revisited the components of balanced literacy instruction and looked at ways to plan for increased student achievement in the area of reading and writing.

Numeracy: In September 2014, we identified problem-solving and the use of mental math strategies to solve number

fact problems with automaticity as a focus area for increased student achievement in Math. This year, using the Strong Beginnings information obtained, we identified two areas for data collection and for enhanced instruction. In March 2014, 96% of our students were at grade level in the area of math computation and 95% in the area of problem-solving. Teachers continued to participate in training around the use of the diagnostic tool, ‘Prime’ and ‘FSiM’, used for assessment and instruction in the area of ‘Number Sense’ in Math. Teachers continued to explore the ways in which they could use their math workstations and centers to ensure small group targeted instruction to develop math reasoning skills.

Progress Toward the Three Expectations for Student Learning 2013 /2014 1. All students in Pembina Trails will be personally and intellectually engaged in their learning at school

• Enrichment Opportunities For All: As a community, we are developing shared beliefs around educating the whole child to ensure that each student is healthy, safe, engaged, supported and challenged.We provide a variety of engaging learning opportunities inside and outside of class such as:

-Our violin program for Grades 3-6 students and the violin ensemble that performed at the WSO -Clubs offered through the library such as film-making, chess, board games, MRYCA, claymation, and zooburst -Extra-curricular Music opportunities such as the Gr.5 & 6 Choral Group, Gr. 6 Recorder Ensemble, Gr.6 Garage Band, Gr. 5 Orff group, Gr.5 Improvisation Group, Gr. 3-6 Recorder Tutorials -Extra-curricular Phys.Ed opportunities such as Cross-Country Running, Volleyball, Basketball, Cross-Country Skiing, Badminton, Hip-Hop Dance, Skipping Club, Tennis Club -Additional clubs such as the Games Group, Lego Club, Art Club -Special Events such as our Stomp musical performance, ‘le réveillon’, Alzheimer’s Memory Walk

(Grade 4), Campus Beautification Day (Grade 1), Festival du Voyageur, our ‘Volunteer Tea’ performances and our 50th Anniversary

-Leadership opportunities such as our Kindergarten buddies, milk program helpers, student announcers, ‘Best buddies’, Gr.6 We Day Group, Gr.6 social action initiatives with Siloam Mission, Gr. 4 Green Team, our Gr.5-6 school patrols, Gr. 5-6 respect leaders, Gr. 5 & 6 technical support group for special events • Sustainable Development: We have continued to use our grounds and gardens as an ‘outdoor classroom’ for

student learning and enjoyment. Our Gr. 4 ‘Green Team’ has led our recycling and composting program, and has spearheaded such initiatives as the ‘plastic bag challenge’ and ‘litter-less lunches’

• Social Responsibility: Creating a safe, caring and inclusive school has been a focus for École St. Avila. Together,

we have created school-wide respect agreements that will be a focal point for teaching in the new school year when we will continue to work with students around being kind and respectful, listening and speaking respectfully, keeping safe and on how to be leaders in the school and in the community. We were proud to hear from our Grades 4-6 students, who participated in the Tell Them From Me survey, that 84% of them have a high sense of belonging here at École St. Avila.

• Technology: Through the use of information communication technology, students have continued to develop 21st century learning competencies at our school. All K-6 teachers were provided learning opportunities for their students to develop literacy with ICT across the curriculum. As well, new resources and equipment, such as document cameras, new digital cameras, iPads, iPad-Minis, Netbooks and laptops were purchased were purchased to support engaging projects that focused on incorporating technology. Students in Grades 5 excelled during the Lego robotics and engineering learning opportunity that was offered for the first year in a row. Also of great interest to students, was our week with Randy Guest and Leigh-Ann Kellar who taught students the art of storytelling and movie making with the use of iPads.

2. By the end of Grade 8, all students in Pembina Trails will meet provincial curricular standards in literacy and numeracy, allowing them the greatest possibility for success in high school

• We have developed a shared belief that all students can achieve high standards given the right time and support. • We carefully monitor literacy and numeracy performance data in order to plan for improved student achievement

in these areas. • We focus on early intervention and assessment in order to plan for success for all learners in the area of literacy

and numeracy. • We continue to improve our practice in the area of balanced literacy instruction and the use of the Fountas and

Pinnell Assessment System to improve student achievement in the area of reading. • We have benefitted from divisional professional development opportunities around Numeracy assessment and

instruction to improve student achievement in the area of Math. • We purchased additional resources for numeracy instruction • We purchased additional literacy resources for our home reading programs, the library and our levelled literacy

collection for guided reading 3. All students in Pembina Trails will graduate from high school

• We have developed a shared belief that the work that we do in elementary supports the long-term success of students in the future.

• We have focused on early literacy development in both languages of instruction to ensure success as students move up the grades.

• We have worked with École Viscount Alexander to ensure that our students have a vision for the future. Through our music program, Grade 6 students had the opportunity once a cycle to connect with the Band teacher. Our work with the junior high school inspires younger students to aim for graduation.

• We have enhanced our process around transition and share individual and classroom student achievement data with receiving schools as a means to support student achievement beyond Grade 6.

board of trustees three expectations for student … increase in teacher websites was observed and...

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