SCHOOL IMPROVEMENT PLANSCHOOL DISTRICT # 73 (KAMLOOPS – THOMPSON)

BEATTIE Elementary

492 Beattie RoadKamloops, BC V2C 1M3http://beattie.sd73.bc.ca/

Tel: (250) 374-0608Fax: (250) 377-2242

School Vision“Working together in an environment of success and belonging; to develop each student to his/her fullest potential in a changing world.”

School Goals for 2017-2022

Goal 1 –To build successful students focusing on thecore competencies and acquired foundational skills.

Goal 2 – To promote a growth mindset in ourstudents along with a positive, social, caring

culture that is conducive to learning.

Table of Contents

Beattie Elementary History/School Context/Parent Engagement Page 3

Learning Partner Engagement Process Page 12

Goal #1 Page 13

Goal # 2 Page 15

Appendices

A: Demographic Data Page 15

B: Goal one Data Page 19

C: Goal Two Data Page 22

D: Professional Learning Plan Page 28

Beattie Elementary

It is decided that Stuart Wood campus will close and staff/students will move to Beattie site

A new 5 year plan is developed for the

Beattie Elementary2010 Lloyd George English students move to Stuart Wood in

2010 2011 2012 2013 2014 2015 2016 2017

Beattie History

The 'new' Beattie Elementary was formed in the summer of 2016 when Beattie School of the Arts moved its staff and students from the Beattie location to the Secondary location on 9 th Avenue. Stuart Wood Elementary, the oldest public building in Kamloops, built in 1907 with additions, closed its doors and the staff and students moved to the Beattie location. Since then, Beattie Elementary has operated as a regular catchment school.

SCHOOL CONTEXT 2019Currently, there are 223 students enrolled in 10 divisions at Beattie Elementary. We have a total of 62 First Nations Students. We have a full time Aboriginal Education Worker on staff. In addition, we have 42 students who have been identified for Ministry of Education Student Service Category files that require Individual Education Plans (IEPs). Lastly, Beattie has 12 English as second language learners.

Beattie Elementary opened in 1958 and was named in honour of the Beattie sisters whomhad been long The three surviving sisters Lillian, Emily and Mabel, all attended the openingceremonies.

Beattie is fairly high on the vulnerability index. However,with moving to the new site, a rejuvenation and influx ofnew families has had a positive effect on our overallprofile. Stuart Wood enrolled 183 students at the end ofJune 2016, while the new Beattie Elementary site nowboasts 252 students. We have a greater number offamilies who are long term residents of our catchment areaand we also have a very dynamic group of internationalstudents who are new to our country and come fromfamilies who are happy to be in Canada studying at ouruniversity. These students also come from families whovalue education and have more time (and the desire) to

become more involved in the school experience of their children.

Our Parent Advisory Council creatively plans fund-raising events and contributes to the strategies and solutions we are developing for our day-to-day and long term challenges. Our parents join us in our efforts whenever and wherever they can. Many of our parents are reading to students, supervising on the school yard, assisting on field trips, and generating the funds that help bring learning alive for our students.

June 2016- Stuart Wood Elementary closes, students and staff move to Beattie site

Our Parent Advisory Council (PAC) came together with the enthusiasm and input of parents from both the Beattie School of the Arts and Stuart Wood Elementary PAC'S. The staff and students have benefited greatly from their expertise and their genuine interest in the educational programming, resources and assessment practices that will best help us address the learning needs of our students.

Our first priority is to establish a school wide vision of our learning community that is welcoming and engaging for our students. We believe that this school must have a positive school culture that pays tribute to many of our excellent traditions while embracing new friends, colleagues, parents and community partners.

Our second area of focus is analyzing information and data to best determine where our efforts will need to be applied for a long term school plan that will be meaningful and valuable to all stake holders. From this data, we are developing instructional goals, team teaching plans and professional development schedules that will allow our staff to best address the teaching and learning targets unique to our school

The picture shows 4 of the 6 Beattie sisters with pupils in front of their private School. The School was first named Kamloops Select School and later renamed Kamloops Day and Boarding School. Emilie taught at a number of Kamloops and Area schools. Including being Principal of Stuart Wood School ( 1914-16 when itwas still called Kamloops Public School). Three of the sisters attended the opening ceremonies of Beattie Elem. school in 1958. "Picture 2226 Kamloops Museum andArchives collection"

THE NEEDS OF OUR POPULATIONAND COMMUNITY ENGAGEMENT

Attribute Survey results: All stakeholders (parents, students and teachers)

As we are all aware, we are living in a fast-paced society in which the only constant seems to be that everything is changing! We often hear the phrase "We are

currently preparing students for jobs that do not yet exist, using technologies that have not been invented yet, to solve problems that have yet to become problems.” If this is the case, we need to make sure we are being innovative in doing so!

As part of the planning process, staff, students and parents took part in creating an 'student attribute' survey. Beattie Elementary School is a friendly, caring and academically sound place of learning. Teaching and Support Staff are dedicated, skilled and compassionate individuals who work diligently toward providing a well-rounded program that meets the needs of our students in four key areas of development: Social, Emotional, Physical, and Intellectual.

Students took an attribute survey and responded to various questions including, 'How would you like to be described when you leave Beattie Elementary?'

Sample Responses:

'When I leave Beattie I would like to be described as someone who took chances and if I didn't just tryit or give it a go per say it would never of turned out as well as it has for me! So I would like for people to think of me as a very good writing inspiration because I really like to write and I think I am quite skilled at it. The lesson I want to teach kids that will go to Beattie after me is to always try because if you try you can have a chance at doing something great!' Grade 7 student, 2017

'When I leave Beattie Elementary School I would like to be recognized for leadership. Being known forleadership would be very exiting for me because ever since grade 4 I have been Mr. Lloyd's go to person. I always work so hard to make sure that this school is great. I would also like to be known for not just leadership but being a leader. I am smart I may not get every test 100 percent but the effort is there. I like to set an example, and even though I can be bossy I know how to get things done. When I leave Beattie Elementary I don't just want to make a scratch in this school I want people to remember me for who I am.' Grade 7 student, 2017

Social

Many Cross Grade Opportunities: (Big Buddy activities) are provided throughout the year where students learn about character development and participate in team-building games, and literacy programming that includes peermentoring.

S.T.A.R. Awards: PBIS/Personal Best Award system that looks at 10 criteria for a successful student. 3 times a year students are nominated who display 'Personal Best' attributes.

S.T.A.R. Award Criteria

Follow the S.T.A.R. Beliefs (Safety, Teamwork, Accountability, Respect) Have a positive attitude Listen and pay attention Follow directions and criteria Produce quality work Complete all assigned work on time Follow classroom routines and expectations Treat other students with respect Treat those around themselves with respect Show respect for property Put their best effort into all they do

Assemblies: hosted by the principal and staff. Local TRU Wolf pack athletes, BC Lions Football, Art Starts, Art Starts, Western Canada Theatre Performers and other professional performers.

PBIS Assemblies: monthly grade group assemblies that focus on areas in the school and expected behaviours. Each term, STAR award assemblies are provided to celebrate behaviour goals and other happenings in the school.

Strings Program: Violin is offered to Beattie students 2 times a week in our music room.

Art4Fun: FREE Arts Education & Mentoring program. Our students have had instruction in the following areas: Painting, Sculpture, Clay, Drumming, Guitar, Drama, Jazz Dance & Hip Hop.

First Nations Involvement: Bannock Days, Day of Recognition, Cultural Awareness Days, 7 Sacred Teachings, Day of Recognition and Cultural Awareness Days Cultural presentations and performances featuring Elders andLeaders from our First Nations/Aboriginal Community, making of traditional

instruments for the school.

Leadership: provides confidence building opportunities through office monitoring, classroom supporting, service projects, and volunteering in the school (refereeing).

PAC Initiatives: dances, movie nights, popcorn days, Booster Juice days, fundraising, Spring Carnival, Spirit Wear, Pub nights

Swagger Sports: a variety of after school sports offered to students once per week in grades 4-7

Arts Program: Clay Making, YPC concerts,Talent Show

Communication: Facebook page, schoolwebsite, newsletters, synervoice, welcomeback BBQ, early closure days, Mug n Muffin

Arts programs: all students experience 5YPC programs, a Western Canada Theatreplay, and an all Day residency Art Startsprogram

Emotional

Cross Grade Opportunities: Many opportunities for students to work with theirbig buddies both in and out of the classroom

PBIS – Vision Development for Beattie: Teaching of character development: conflict resolution, responsibility, respect, courtesy etc. This is done via S.T.A.R.Cluster Days, classroom lessons, themed S.T.A.R. Assemblies, STAR Catchersand Rewards, School Wide Discipline Policy, WITS program and will be further explored by a refreshed team approach to our PBIS planning and implementation school wide

Support Staff and Activities: - Many formal sessions and scheduled conversations with students who are struggling with anxiety, depression or difficult home situations – support people are Principal, Teachers, AEW, CEAs, District Family Liaison, District Behaviour Consultant, Ministry of Children and Family Development Social workers, RCMP school liaison, First Nations FamilyCounsellors, school newsletter, surveys and Facebook page

Social Skills Development : Learning Assistant Resource Teacher, Certified Education Assistants, Aboriginal Education Worker and Principal all work together to provide social skills groups, anxiety groups, and friendship groups.

Self Regulation Development: The Mind Up and WITS programs are taught school-wide. This provides our staff an opportunity to work together to establish common language, strategies and understanding, for all students.

Boys and Girls Club: Early morning busing and breakfast program, after

school support programs, on site daycare.

Aboriginal Integration: 7 Sacred Teachings, Girls Group, Recycling Crew, Bannock Days, Lunchtime Club, AEW curriculum support, Back Pack program, Primary and Intermediate Cultural Awareness Days, Day of Recognition.

Physical

Lunch/Meals: Program provided for at least 50 students every day

Start Up Program: Boys and Girls club provide a healthy breakfast to some of our students each morning. They also pick up these students directly from their homes so that they can get to school and be ready to learn.

Sports Clubs and Teams: School Volleyball Teams, School Basketball Teams, Co-ed Flag Football Team, and Swim Team supported by TRU Physical Education students and TRU B. Ed. students as coaches for many of our teams

Garden: Most classes in the school have been learning about gardens- preparing the ground, planting, taking care of plants and harvesting the vegetables and fruit.

P.E. Classes: 3-4 times a week and a daily physical activity program

Track and Field: Participation in both Zone, and District Track Meets

Skating: all classes participate in field trips throughout term 2

Kamloops Gymnastic Club: partnership program @ TRU (3 weeks of sessions K-7)

School Wide Healthy Activities: Terry Fox Run, Jump Rope for Heart, Action Schools Programming, Daily Physical Activities school wide each Thursday morning, ParticipACTION event with Kamloops Community

Fruit and Vegetable/ Milk Program

Action Schools: Physical literacy K-7, mentorship coaching for teachers

Winter Sports: Cross Country Skiing/Snowshoeing at Stake Lake

Gymnastics: K-7 program at TCC

Intellectual

Learning Assistance – Individual, group support provided by teachers and supportstaff

ELL teacher: supports international students in English language acquisition.

Literacy Enrichment - One to One reading program, buddy reading, literacy support teacher, Literacy Circles, team teaching with support teacher, PBL project (Most Magnificent Thing/Compassion Project)

Math Enrichment: District Math Expo, District Math Contest

District Enrichment Conferences/Programs: Heritage Fair, Battle of the Books, Young Authors, Young Artists, District Honour Choir, District Children's Choir

Technology: Computer programs, Success Maker, chromebook project, sphero robots, coding chromebooks as IEP supports, RAZ Kids, Mathletics, Apps for Literacy and ELL (IPADS).

Staffing: LART instruction for remedial math, reading, writing, social skills for all grades, District ESL teacher, District Speech & Language Teacher

Library Skills: Locating Information / Literacy / Research skills / Cyber Safety

Music Literacy: Extensive Instrumental and Choral Music instruction for all students

District Support Personnel: for speech, behaviour, school psychologist testing

IEP’S: are reviewed every term with teachers, LART, parents, and Principal. These documents are fluid, growth oriented and closely monitored

Cultural Events: Winter Holiday Concert, School Talent Show, All Day Cultural Awareness events, First Nations Dance/Storytelling/Drumming Workshops

Success Club: Monday-Thursday behaviour/academic support system

Community Presentations: Fire Safety Week, Eureka Science Camp, TRU SportsCamps, KISSM Music Camp

Student Leadership: community charity fund raising, school spirit days, recycling, healthy living events, school management teams

Field Trips: Kamloops Art Gallery, Kamloops Museum, TNRD library, TCC, YMCA Pool, Eagle Bay, McQueen Lake, Sagebrush Theatre, Big Little Science Centre, Canada Games Pool, O'Keefe Ranch, Hat Creek Ranch, Wildlife Park, Kamloops Canoe and Kayak Club, Earl’s, Gymnastics, Jump 360, Kamloops Fire hall, TRU Trades workshops

First Nations: Cultural Days, Academic Intervention program, girls groups, reading groups, parent liaison visits and support

Evening Mother Goose Program: Early literacy for birth to 4 year old and parents

S.P.A.R.K.S.: Pre K program focusing on educational needs of children

Family Learning Events: Information sessions for parents, parent/teacher interviews

School Vision: Ongoing school-wide focus for student achievement in Reading, Writing, Math & Healthy Habits incorporating character development

Junior Achievement: Small Business program and Dollars with Sense program

District Programs: Battle of the Books, Math Challenge, Heritage Fair, Young Authors, Young Artists, Math Expo

Social Responsibility programs: PBIS, WITS, LEADS, STAR Matrix, Discipline Process, Mind Up

PBL Learning- Maker DayFeature article from SD 73 website: 'Beattie Elementary School recently participated in engaging week-long, whole-school projects inspired by the children’s book The Most Magnificent Thing. With a focus on project-based learning and critical thinking (one of the core competencies of the new curriculum), excitement for learning was ignited at whole-school assemblies challenging students to each design a ‘most magnificent thing’ from a box. The idea for The Most Magnificent Thing was developed and shared by esteemed BC author and educator, Adrienne Gear, to whom we are grateful. Learning was anchored in stories and

videos about invention and perseverance and students at both schools engaged in analyzing(“Hmm..”), questioning (“Huh?”) , and developing (“Ah-ha!”) -- phases of the critical thinking process.'

Beyond critical thinking, students demonstrated enthusiasm, creativity and communication skills as they worked and then presented their projects to others. It was an exciting week of planning, imagining, creating, and sharing at each of these Most Magnificent Schools!

“Failing is just another word for growing IF you keep going. This is learning: knowing that you’ll keep going, even if you haven’t gotten it yet.” ~Khan Academy"

Group of grade 6/7 students participating in a community field trip

Learning Partner Engagement Process

This is year two of the School Improvement Plan for Beattie Elementary. In all, here is a time line of our progress through the Plan:

▪ May 2016 Interim goals created for school▪ November 2016 Attributes Survey for staff▪ January 2017 Attributes Survey for students and parents▪ February 2017 Survey for Stakeholders group▪ March 6, 2017 Staff Meeting to review data and create goals ▪ April 6, 2017 DRAFT reviewed at Principal Meeting▪ April 10, 2017 Staff Meeting to review goals and provide input▪ May 3, 2017 Beattie PAC review and approve the Plan ▪ May 17, 2017 School Plan presented to Trustees and EOC▪ September 2017 Review school plan and created strategies▪ January 2018 Reviewed school plan and revised goal statements▪ March 2018 Reviewed school goals

▪ May 2018 Presented goals/strategies to Trustees▪ September 2018 Review goals with staff and review strategies▪ October – Dec 2018 Revise goals statements▪ Jan-March 2019 Updated data collection▪ May 2019 Presentation to the Trustees and Board▪ July 2019 Data updated ▪ September 2019 Feedback received from SBO and revisions made

Beattie Elementary school plan is submitted to the Board of Education on June 2019

BEATTIE ELEMENTARY GOALS GR. K - 7

Related District Strategic Plan Goal: Ensure each student acquires foundational skills and core competencies

Specific Goal:

Students will graduate with strong foundational skills in literacy and numeracy Students will demonstrate proficiency in education, career and life planning.

Goal Rationale – Based upon standardized test results, school based report card marks, school-wide reading and writing assessments, as well as anecdotal feedback from classroom teachers, we have identified these areas of focus.

Strategies and Initiatives- Academic achievement will be addressed by breaking down this goal into a number of more specific sub goals:

We will strive to address numeracy concerns by:1. promote a focus on Mathematics and lead a number of numeracy initiatives at

the following ways: regular math discussions at staff meetings (IE. disaggregation of FSA data to identify 5 year trend) and workshops lead by the District Math Coordinator

2. create a professional learning community for intermediate teachers on teaching math with best practice and provide teachers with necessary hands-on learning resources

3. provide professional development on numeracy for elementary staff during non instructional days.

2018 and 2019 Feedback Statement: We will know if these strategies work if our numeracy results increase. E.G. Higher scores on government exams and letter grades.

Goal 1 –To build successful students focusing on the core competencies and acquired foundational skills.

We will strive to address literacy concerns at the intermediate and primary level by:1. Including a media literacy program in collaboration with the teacher librarian to

help with research skills, and new digital presentation platforms2. Introducing The Daily Five, a specific literacy strategy, to the primary program

which includes the following:1. District Literacy Resource Team visits2. Visiting other schools in the district who are using the same literacy

strategies3. Supporting Professional development that focuses on literacy4. Primary Classrooms will engage with District Literacy Support teacher

2018 and 2019 Feedback Statement: We will know if these strategies work if our literacy results increase. E.G. Higher scores on standardized tests such as PRA’’s, NFRA and FSA’s.

Specific Support Frameworks

Performance Measures K-7 Target

Report card marks – all grades for Language Arts/English and Math

There will be an increase in the percentage of intermediate students achieving C or higher in their Term 3 reports.

There will be an increase in the percentage of primary students meeting or exceeding the learning outcomes for their Term 3 reports.

FSA Results – grades 4 & 7 All students in grades 4 & 7 will achieve at or above district and provincial averages in numeracy, reading and writing.

Primary Reading Assessments Grades 1-3

All students in grades 1-3 will achieve at or above district averages in reading. There will be an improvement in scores compared to the previous year.

SD 73 Math Assessment Grades 4-7

There will be an improvement in the post test results compared to the previous year.

Core Competencies Self Assessment

100 percent of students will show evidence of self reflection in regards to Core Competencies.

NFRA Intermediate grades (4-7): Students will meet or exceed district wide averages.

BEATTIE ELEMENTARY GOALS GR. K - 7

District Priority 1: Ensure each student acquires foundational skills and core competencies

Specific Goals: Students will demonstrate growth in the thinking, communication and personal/social

core competencies

Rationale – It is important for the student body to remain connected and committed to lookingafter its community and surrounding environment. This commitment for the entire K-7program will help to develop responsible, caring citizens.

Strategies We will strive to improve social responsibility by supporting:

1. Leadership initiatives with 6/7’s2. The continuation of S.T.A.R. behaviour matrix3. W.I.T.S. program taught to primary students4. Mind Up program taught at all levels5. The Outdoor Classroom Garden Project at Beattie Elementary6. Guest speakers that emphasize social responsibility:7. Staff team to be a part of the Positive Behaviour Support Committee.8. Initiatives, outside of the regular school program that emphasize care for our larger

community.

2018 and 2019 Feedback Statement: We will know if these strategies work if our behaviour referrals to the office go down. Also, we will monitor our performancetargets to look for positive changes.

Performance Targets

Performance Measures Target

Satisfaction Surveys – Grades 4, 7

Results from the Satisfaction survey on Human and Social development, Safety and School environment.

Office Referrals The average office referrals will be reduced from year to year (based on size of school).

Mind UP Direct teaching of growth mindset

Collaboration Meetings Teacher collaboration time (Primary/Intermediate)

Community Garden Creation of the Garden project-classes will participate in the active running of the garden.

Goal 2 – To build a positive, social, caring culture that is conducive to learning.

Beattiestudents

engaged inDPA and

otherphysicalexercise.

Students supporting Antibullying day by wearing pink

Appendix A: Demographic Information

Beattie Elementary - Student Data

Year 2014/205SWES

2015/2016SWES

2016/2017Beattie

2017/2018Beattie

2018/2019Beattie

Total Enrolment 183 181 223 233 252Female 95 97 102 112 101Male 83 90 121 121 151First Nations 53 (28%) 56 (29%) 53 (23%) 52 (22%) 62 (25%)Special Ed 22 24 35 31 42ELL 10 12 21 15 12

Headcount 2014-2015

SWES

2015-2016

SWES

2016-2017Beattie

2017-2018Beattie

2018-2019Beattie

2019-2020Beattie

K 27 21 38 20 19 46

Grade 1 18 27 23 40 30 18

Grade 2 29 18 32 27 35 35

Grade 3 21 29 24 30 37 34

Grade 4 26 21 35 29 32 40

Grade 5 22 26 21 33 36 36

Grade 6 23 22 27 26 36 35

Grade 7 17 23 23 28 27 44

Total 183 181 223 233 252 288

B. Student SPED Demographics 2017-2018 2018-2019 2019-2020

Female 104 101 123

Male 128 151 165

Total Enrolment 232 252 288

Aboriginal 54 52 61

Ab. With Sp. Needs 6 11 11

Physically Dependent(A)

1 0 0

Deaf/Blind (B) 0 0 0

Moderate to Severe Intellectual Disability (C)

0 1 0

12 13 14

Physical Disability /Chronic Health (D)

Visual Impairment (E) 1 1

Deaf/Hearing (F) 1 1 0

Autism Spectrum (G) 6 7 11

Intensive Behaviour/ Mental Illness (H)

2 2 1

Mild intellectual disability (K)

N/A 2 2

Gifted (P) 1 1 0

Learning Disability (Q)

7 11 11

Moderate Behaviour /Mental Illness (R)

5 6 4

ELL 16 12 18

TOTAL SPED 35 42 44

APPENDIX B: DATA RELATED TO GOAL/EVIDENCE FOR GOAL 1

Primary Reading AssessmentPercentage of students who are either meeting or exceeding grade expectations.

2015-2016

SWES

2015-2016

District

2016-2017

Beattie

2016-2017

District

2017-2018

Beattie

2017-2018

District

2018-2019

Beattie

2018-2019

District

JuneResults

JuneResults

JuneResults

JuneResults

JuneResults

JuneResults

JuneResults

Grade 1 74 68 56 65 72 65 76

Grade 2 53 77 61 71 70 73 54

Grade 3 63 79 41 72 75 70 75

TOTAL AVG

66 75 53 69 72 69 68

K Survey Data: June of Every Year

Non-Fiction Reading Assessment

Students meeting or exceeding on 'OVERALL' District performance levels

2015-2016

SWES

2015-2016

District

2016-2017

Beattie

2016-2017

District

2017-2018

Beattie

2017-2018

District

2018-2019

Beattie

2018-2019

District

FallResults

FallResults

FallResults

FallResults

FallResults

FallResults

FallResults

FallResults

Gr 4 1.6 2.1 1.6 2.0 1.6 2.0 1.6 1.9

Gr5 1.9 2.1 2.0 2.1 1.9 2.0 1.9 2.0

Gr 6 2.5 2.3 2.4 2.3 2.0 2.1 2.1 2.2

Gr 7 2.8 2.6 2.0 2.0 2.5 2.1 2.3 2.1

Foundational Skills AssessmentPercentage of students meeting or exceeding (on track or extending) grade expectations* Indicates area of strength ** Indicates area needing growth

Beattie Winter 2016 Winter 2017 Fall 2018 Fall 2019

Beattie District Beattie District Beattie District Beattie District

Grade 4 Reading

All 89* 80 100* 83 78* 71

Grade 4 Writing

All 94* 93 94* 89 82* 80

Grade 4 Numeracy

All 79* 68 100* 82 70* 60

Grade 7 Reading

All 87* 76 86* 78 74** 78

Grade 7 Writing

All 95* 92 90* 83 87* 86

Grade 7 Numeracy

All 78 65 90 75 67* 58

TOTALAVG

87 79 93 82 76 72

Report Card Marks Percentage of Primary students (K-3) meeting or exceeding grade expectations on final term 3 reports. As well as the percentage of intermediate students (4-7) achieving C or higher in Math, Reading and Writing on final term 3 reports.

2015-2016 2016-2017 2017-2018 2018-2019

Primary Int. Primary Int. Primary Int. Prim Int.

Reading 68 86 6386 80 97 TBA TBAWriting 64 86 51

Math 87 84 83 91 98 97 TBA TBA

AVG 73 85 66 89 89 97 TBA TBA

Student Learning SurveyPercentage of students responding agree (many times) or strongly agree (all of the time) to each of the questions:

2016 2017 2018 2019

I continue to get better at mathematics

Grade 4 73 92 90 76

Grade 7 68 66 82 77

I continue to get beret at reading

Grade 4 79 80 75 84

Grade 7 70 71 72 69

I continue to get better at writing

Grade 4 66 92 84 74

Grade 7 65 85 75 73

Do you like school?

Grade 4 61 49 53 70

Grade 7 52 68 50 62

APPENDIX C: DATA RELATED TO GOAL/EVIDENCE FOR GOAL 2

Data for 2018/2019 to be included at the end of the school year

Star Catchers

Star Catchers

Month TOTAL RUNNING TOTAL GOAL: EVERY 2502015-2016 – – 6702016-2017 – – 12672017-2018

Sep 45 45 45Oct 232 277 277 REWARD October 27)Nov 120 397 397Dec 173 570 570Jan 100 670 670Feb 120 790 500 (REWARD Feb 16)Mar 823 1613 750 (REWARD April 12)Apr 89 1702

May Jun

TOTAL 1702

BEATTIE ELEMENTARYOFFICE REFERRALS

MONTH(student count)

LEVEL 1 LEVEL 2 MONTH/YR TOTALDAYS INSESSION

AVG/DAY

2015-2016 (188) 181 44 225 180 1.32016-2017 (226) 195 32 219 179 1.22017-2018 (234) 118 46 164 186 0.9

Sep 7 0 7 18 0.4Oct 20 6 26 22 1.2Nov 14 5 19 22 0.9Dec 13 4 17 14 1.2Jan 13 8 21 18 1.2Feb 19 6 25 18 1.4Mar 16 10 26 15 1.7Apr 16 7 23 19 1.2

May 0 21 0.0Jun 0 19 0.0

TOTAL Office Referrals 118 46 164 186 0.9(Student population: 234)

Number of Students with 5 or more office referrals: 7 or 3 percent (as of April 30, 2018)

BEATTIE ELEMENTARYLOCATION

MONTH / YR OUTSIDE CLASSHALLWAY ORBATHROOM

OTHER TOTAL

2015-2016 – – – – –2016-2017 105 67 33 5 2192017-2018 90 40 11 10 151

Sep 7 0 0 0 7Oct 24 2 0 0 26Nov 13 6 0 0 19Dec 9 5 0 3 17Jan 5 7 1 1 14Feb 10 7 5 3 25Mar 8 9 1 2 20Apr 14 4 4 1 23

May 0Jun 0

TOTAL 90 40 11 10 151

BEATTIE ELEMENTARYINCIDENT TYPE

MONTH DEFIANCE DISRESPECT DISRUPTIVE PHYSICAL BULLYING OTHER TOTAL

2015-2016 – – – – – – –2016-2017 21 62 15 57 – 64 2192017-2018 12 24 26 54 27 25 168

Sep 0 0 2 5 0 0 7Oct 1 4 6 11 4 0 26Nov 2 2 2 5 2 7 20Dec 0 2 7 8 0 0 17Jan 1 3 2 9 5 0 20Feb 2 8 2 7 4 6 29Mar 4 4 4 2 7 5 26Apr 2 1 1 7 5 7 23

May 0Jun 0

TOTAL 12 24 26 54 27 25 168

Student Learning SurveyThis information is based on students in grades 4 and 7. Percentage of student who responded many times or all of the time

2016 2017 2018 2019

Do you feel safe at school?

Grade 4 80 65 80 75

Grade 7 79 67 74 69

At school, are you bullied, teased, or picked on?

Grade 4 10 10 11 12

Grade 7 8 0 10 24

At school, rules and expectations for behaviour are clear.

Grade 4 87 70 85 85

Grade 7 87 85 90 73

Social Responsibility Initiatives:A list of some projects that have helped to promote care for the earth, ourselves and each other.

Orange Shirt Day Active PBIS committee Monthly grade group meetings focused on School Matrix Workshops on playground responsibility Salmonid Program & fish release Grade 6/7 student leadership groups Student participation as scorekeepers, refs for team sports Wear pink day for anti bullying Garden committee & student program Social Responsibility Presentations for STAR acronym Terry Fox Run and Jump Rope for Heart RCMP presentations Bullying Ends Here Presentation RCMP WITS programming Development of new School Mascot Spirit Wear Clothing and new school jerseys

Intermediate student working on a Holiday craft with Kindergarten agedchildren

‘

Drum making with the Aboriginal Education Worker

Garden Project- Primary class learning about flowers and planting vegetables

APPENDIX D: PROFESSIONAL LEARNING PLAN

NON - INSTRUCTIONALDAYS

2017-2018

Focus Presenter Relation to SchoolGoals

September 22 Chrome booktechnology

Core Competencies

Elizabeth deVries #1

October 20 Provincial Day Various topics #1 and #2

December 4 School Various #2

February 22 Curriculum Day RedesignedCurriculum

#1

February 23 School Various #1

April 23 KTTA Day Various #1 and #2

May 18 School Physical Literacy,Dealing with Anxiety

in theclassroom,Core

CompetencyCreation

#1 and #2

NON - INSTRUCTIONALDAYS

2018-2019

Focus Presenter Relation to SchoolGoals

August 28 Mind Up Tyler Van Beers #2

September 22 Literacy Adrienne Gear #1

October 19 Provincial Day Various topics #1 and #2

December 4 School Making ThinkingVisible

Grade GroupMeetings

Literacy Team-Literature Circles

#1

February 8 Curriculum Day RedesignedCurriculum

#1

March 1 School Katie Mcormack #1

April 1 KTTA Day Various #1 and #2

May 17 Day in Lieu Day in Lieu

NON - INSTRUCTIONALDAYS

2019-2020

Focus Presenter Relation to SchoolGoals

September 23 Trauma BasedLearning

Ian ReedmanSuzanne McCabe

#2

October 25 Provincial Day Various VariousDecember 2 School Math- District

Coordinators#1

February 7 School Play Therapy #2April 27 KTTA Day Various #1 and #2May 15 School TBA TBA

Professional Development on non Pro-D daysFocus on Numeracy 2019- Goal #1

Goal

To improve students’ foundational skills in numeracy, specifically by developing stronger number sense and problem solving skills.

Teacher Learning Model

Two lead teachers (primary and intermediate) will be involved is the District Numeracy LearningPlan, facilitated by our District Numeracy Team. Our school lead teachers along with our administration team will lead learning at our staff meetings.

Learning Moment Teachers will learn: Time

Building Number SenseBig Ideas in MathWhy we teach concepts?Number Sense Strategies

September 24/25

Problem Solving

Cognitive Guided Instruction October 29/30

Follow Up Cognitive Guided Instruction Workshop

December 10/12

How to use group work? January 28/29

Assessment Formative Assessment February 25/27

Numeracy Numeracy Tasks April 21/22

Alignment with the District Strategic Plan

PRIORITY 1: ENSURE EACH STUDENT ACQUIRES FOUNDATIONAL SKILLS AND CORE COMPETENCIES.

1.1 Students will demonstrate growth in the thinking, communication, and personal/socialcore competencies.1.2 Students will graduate with strong foundational skills in literacy and numeracy.

PRIORITY 2: CONNECT EACH STUDENT TO THEIR INTERESTS AND PASSIONS.2.2 Students will be able to reflect on their learning and set goals for improvement.

PRIORITY 3: HONOUR THE FIRST PEOPLES’ PRINCIPLES OF LEARNING AND ABORIGINAL WORLDVIEWS AND PERSPECTIVES.

3.1 Students will experience learning through Aboriginal ways of knowing and doing.PRIORITY 4: FOSTER AN INCLUSIVE, ADAPTABLE, AND ACCOUNTABLE DISTRICT CULTURE. GOALS:

4.1 Staff will demonstrate their commitment to inclusive practices.PRIORITY 5: STRENGTHEN PARTNERSHIPS TO ENRICH THE WAY WE LEAD, LEARN, AND WORK.

5.1 Staff will practice effective collaboration at all levels of the district.5.2 Staff will build effective teams and networks to facilitate partnerships that support students.5.3 Staff will engage in community-based and job-embedded professional learning and training.

Theory of Action

If we build the capacity of our educators in the effective teaching of a targeted set of high-impact strategies for fundamental concepts in numeracy and mathematics, then we will observeteachers:

Utilizing tasks that have students demonstrate their ability to decompose numbers

Sharing multiple student strategies

Having conversations with students about their thinking

Asking questions to further student thinking and promoting class discussions

Utilizing whiteboards and other manipulatives

teaching problem solving skills to all levels of learners in my classroom

teaching number sense that helps student move beyond memorization to deep

understanding

If our teachers are teaching number sense and problem solving by giving tasks that have students decomposing numbers, using multiple strategies, having conversations about their thinking, we will observe an increase in:

DNA results by Spring of 2021

FSA results by Fall of 2020

Professional Development Day Workshops

Phase One Schools: schools who have not had previous workshopsLearning Intentions:

Exploring Big Ideas in Math

Student experience of a math lesson

Experience Math Class /Investigating Parts of the

Math Lesson

Building Number Sense: Spotlight Number Talks

Building a Math Lesson- The Four Part Math Lesson

Tangible Outcomes:

Co-constructed scope and sequence on the big

teaching ideas in math

Co-constructed lessons to implement number sense

strategies

Back bone of a four part math lesson

Key Performance Indicators:

Increased District survey results in assessing the big

ideas of the new curriculum in numeracy and teaching number sense that helps student move beyond memorization to deep understanding

Increase in the frequency of these strategies used

from reports from principalsFollow Up Plan

Lead teachers from attending schools will check in

with teachers or perform demos in teachers classes

Reflection Tools will be given to use in staff

meetings

This workshop will be offered:

September 23, 2019

December 2, 2019

February 7, 2020

Phase Two Schools: schools who have attended PhaseOne Learning Intentions:

Student Experience of Math Lesson

Exploring Learning Intentions

Examine Problem Solving

Lesson Creation

Investigating Questioning Techniques

Tangible Outcomes:

This workshop will be offered:

September 23, 2019

December 2, 2019

February 7, 2020

Co-constructed scope and sequence of addition,

subtraction, multiplication, and division

Strategy to teach problem solving (Cognitive Guided

Instruction)

Four Part Intentional Math Lesson

Co-constructed tool kit of questions to further

student thinking (generic and specific)Key Performance Indicators:

Increased District survey results in teaching problem

solving skills to all levels of learners in my classroom, preparing effective math lessons that students find relevant and engaging according to our district teacher survey

Increase in the frequency of these strategies used

from reports from principals Follow Up Plan

Lead teachers from attending schools will check in

with teachers or perform demos in teachers classes

Reflection Tools will be given to use in staff

meetings

Phase Three Schools: schools who have attended Phase Two This workshop would be very specific to the needs of the individual school, so it has not been developed at this time.Possible next step learning could be:

Incorporating group work

Assessment

Unit planning

Numeracy tasks

This workshop will be offered:

September 23, 2019

December 2, 2019

February 7, 2020

Feedback 2018School Beattie 2018

Goals To build successful students focusing on the core competencies and acquired foundational skills.

To build a positive, social, caring culture that is conducive tolearning.

Learning Partner Engagement

Stakeholder engagement process is well-documented.

Response: thank youSpecific Support Framework

Specific support frameworks are listed throughout. Consideradding explicit links to the Aboriginal Enhancement Agreement.

Consider adding a Specific Support Framework section thatdescribes how each environment/learning opportunity is universally designed to include all students.

Response: in progress, future revisions will strive to include more explicit examples

Data Data is presented as it relates to goals. This is done well. How will you use the data to refine strategies that will support continual student improvement.

Response: Reviewed and now includes a statement in strategy section.

Strategies Is there a way to determine effectiveness of strategies.

Response: Statement now included- revisedProgress on Goals Using the data going forward, evaluate the areas of

strength and the areas for continued effort. Professional Learning Plan

This plan includes a goal rationale, strategies and initiatives, performance measures and targets. A PD plan could also include the timeline for implementation and measurement throughout the year. Triangulation of data may also be considered. The timeline would frame the PD plan in a manner that would make it easy to check in throughout the year.

Feedback 2019