nelson.burnabyschools.ca · web viewjolly phonics targeted literacy support for indigenous primary...

2020-2021-2022 School Team Visit Form

Name of School ____________Nelson Elementary School______________

Years of Plan 2020-2022

Visiting Team Members _____________Janice Nakatsu___________

School Team Members Guy Hamilton, Fatima Patel, Joycelyn Chan, Geneveive Khoo, Kalen Marquis, Bryan Tesan,

Response to Intervention

HIGHLIGHTS: What distinguishes your school? What are you proud of?

GENERAL SCHOOL INFORMATION:

Our school population is approximately 365 students (As of November, 2020- we have 258 attending, 23 (Transitional), 47 (DL), 18 (Immunocompromised). This number steadily increased throughout the 2020/21 school year as we welcomed back families. We are anticipating a “full” 16 FTE for the 2021/22 school year.

We have a diverse community with a number of low-income families. We have approximately 161 ELL students that receive either pullout, Sheltered

Instruction Observation Protocol (SIOP), or in-class support. Currently, we have approximately 7 students whose families have refugee status. The district’s Indigenous Education Resource Teacher connects with our 9

Indigenous students in their classrooms and collaborates with teachers to integrate Indigenous content into the curriculum. She works towards developing and supporting all students’ understanding of and appreciation for Aboriginal cultures, histories, and word views.

3 of our Indigenous primary students are receiving additional direct literacy support through our District Indigenous Literacy teacher.

1Revised January 7, 2020

TIER 3

TIER 2

TIER 1 Universal Interventions

Targeted Interventions

Intensive Interventions


During the Pandemic, we were able support our families through laptop distribution, Burnaby Children’s Fund support (grocery cards), and “Backpack Buddies”, Coats, and regular check-ins from the principal, staff, and our counsellor.

We have approximately 35 students on IEP’s, including 19 low incidence children who have educational assistants that support them throughout their school days. Nelson uses a “shared-model” approach to support these students.

We have a number of students with designations and programming for behavioural support.

Approximately 22 students have counselling consent and 10 others that are “monitored” by the counsellor.

School Context for 2020/21/22

In April 2020, many aspects of learning and social development were effected by the Covid-19 Pandemic – Burnaby schools went into a remote learning model for April/May of 2020 and a hybrid model with limited students on-site for June 2020. We were concerned about our students losing growth both academically and socio-emotionally. Due to expected inaccuracies with data and loss of growth, the Nelson school staff plan agreed to continue the plan over to the next two years (2020/21/22).

SCHOOL READING INITIATIVES:

The Learning Support Teachers support struggling readers with: in-depth assessment of reading development: PM Benchmark assessments

and the DART/EPRA. a differentiated literacy reading program designed to meet each student’s

individual needs Instruction times have been set up with LSS teacher to support

students in class (prioritized by need) “Levelled Literacy” Intervention (LLI) Primary Success Jolly Phonics Targeted literacy support for Indigenous primary readers with emerging

reading skills.

Primary Teachers For 2020/21/22 ELL and LSS teachers to work collaboratively with

Kindergarten, grade one and two teachers to implement support groups (both in-class/pull-out).

Literacy instruction/strategies and resources that are used at Nelson: Guided Reading


2020-2021-2022 School Team Visit Form Daily Five activities Raz Kids Literature Circles Levelled Literacy Intervention (LLI) LSS and K teacher co-teaching kindergartens reading Organized and stocked our primary book room with resources One to One Literacy for specific students. Cohort of staff who attended professional development workshops

around literacy Communicating Student Learning Assessment

Intermediate Teachers: Common literacy instruction/strategies and resources:

Adrienne Gear- Reading Powers Faye Brownlie’s reading strategies, Literature circles Battle of the Books

Cohort of staff who attended workshops around literacy Communicating Student Learning Assessment

ELL Teachers support language learners with: Reading A to Z program Read Well SIOP LLI

Literacy Committee (past and present practices) Birthday books Epic Books (Online) Book Beast Literacy Bingo (2019) Reading in the Dark (2019) Reading in House Colours Drop Everything And Read(DEAR)- reading train in hallway (2019) Reading at Secret Park Teacher Swap Read Aloud (2019) Staff favorite book public display in hallway April (poetry month) – writing poems with buddies/sharing at assembly



SCHOOL SEL INITIATIVES:

Ongoing and extensive collaboration with our counsellor and class-room teachers to provide In-class instruction following an integrated approach which connects both the Heart-Mind Index and the Casel SEL Model to the B.C. Curriculum's CORE Competencies

Developing common school wide strategies (E.g. Bucket Filling, Fix it Sheets, and WITS)

Developing classroom visuals for self-regulation Developing individual visuals for specific students Focusing on calm down strategies New for 2021 – We are looking at “All About Me” Booklet’s with specific students

and our counsellor and staff.

Some strategies/programs from our Learning Support Teachers and Counsellor include:

Developing individual visuals for specific students Focusing on calm down strategies “Playful Pairs” Lunch Bunch Program Contingency maps Lunch Buddies (Confirm?) K classes with “Fun Friends” Social stories/Narrative Stories PBS Video Modelling Technology (iPads) Restorative problem solving Super Powers for Super Kids (resiliency)

SCHOOL GOAL(S):

Goal 1: Our goal is to identify and improve reading levels for tier 2 students.

Goal 2: Our goal is to increase the number of students who are developing proficiency in self-regulation.



Why was this goal(s) chosen?

Goal 1: This goal was chosen due to the results of school wide reading assessments in conjunction with report card marks and reading diagnostic assessment done in the school year of 2019/2020. These results showed us that a significant number of primary and intermediate students are “Emerging” in reading. Many of the identified students have a history of struggling with reading. These students need targeted intervention to increase their skill set. The school is working towards consistent common assessments and targeted instructional strategies as well as school-wide common strategies to make a difference in the reading achievement of all our students. The continuation of this goal in the following year (2021/22) makes sense in order to give Nelson a year to establish accurate data due to the disruption in learning.

Goal 2: This goal was chosen due to the increased number of teacher requests from the office/counsellor/LSS personnel to support with social-emotional and behavioural concerns. This goal is being continued due to the disruption in a consistent school experience over the 2020/2021/22 school years.

What data/evidence supports your selection of this goal(s)?

Goal 1: Analysis of data obtained from a variety of Reading assessments: Year-End Reading Performance Standards Assessment Summary, Report Cards Assessment Summary, District Assessment of Reading Team (DART), Elementary Primary Reading Assessment (EPRA), Levelled Literacy Ongoing Assessment, and PM Benchmarks.

Goal 2: Number of office referrals/problem sheets (“I Can Fix It”), teacher survey, teacher/EA observations/data collection, and student input sheets for sample groups.


TIER 3

TIER 2

TIER 1

Intensive Interventions

Universal Interventions

Targeted

Interventions


What is in place to support all students?

Goal 1: Classroom teachers and learning support teachers administer DART and EPRA

reading assessments twice a year. Building common practice and common language in reading for early primaries and

will be working with intermediate teachers. Levelled Literacy Intervention (grade 1 and 2) and/ or Guided reading and Daily Five Community building literacy events and activities (ex. Family group activities). Library initiatives (ex: Book Beasts, Battle of the Books). Reading strategies, including Reading Power, Guided Reading, Reading 44, Daily

Five, Literature Circles, etc., facilitated by teachers. Targeted reading instruction and strategies at student’s grade level and/or reading

level. Nelson School Core Competencies with student focused “I can…” statements.

Goal 2: Whole School:

o Story Circles & Class Meetings, Core Competencies, Positive Peaceful Purposeful Playground, Zones, MindUP, Incredible 5 Point Scale, PBS, WITS, hallway posters, “Bucket Filling”.

o Ongoing, responsive counsellor/teacher collaboration.o Proposed new for 2021/22 “Size of the Problem”o Proposed new for 2021/22 “Who do I want to be?”

Primary: o SEL Story Circle, Incredible 5 Point Scale, Zones of Regulation, calm down

strategieso Proposed new for 2021/22: “Size of the Problem”

Intermediate: o SEL Class Meetings, Incredible 5 Point Scale, Zones of Regulation, Juice Box

Bully, Resilience (Super Powers, Super Kids), calm down strategieso Proposed new for 2021/22: “Mood Meter w/ Quadrants” for intermediates.

How are you monitoring progress for all students? How frequently?


2020-2021-2022 School Team Visit FormFor Goal 1

Each term:-Report card marks-Levelled Literacy Assessments (2x a year) (DART/EPRA) -Global Student tracking by administrator/school-based team-PM Benchmark assessments for vulnerable students (LSS) (almost all primaries each year)

Sample of global student tracking:

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Student A 5 * * C+ C C 4 5 M M M 2 4 FFWStudent B 4 A A A A M M ME AP ME M AP M C C+ C+ 5 4 AP NY M RR YStudent C 5 * * C- C- C- C C I 5 5 NY M FFW Y YStudent D 5 C+ C- C- C+ C- C+ C SG C C C+ C+ 6 5 NY M M,R, RR,FFW YStudent E 4 A A A M M M ME ME ME M M M C C C+ 6 4 A NY M 3 5 LLI

Yearly:-Year-End Performance Standards Assessment Summary for Reading Information

-Links to Literacy assessment for Kindergarten

Fall and Spring:-Elementary Primary Reading Assessment (EPRA)

-District Assessment of Reading Team (DART)

-Benchmarking for all vulnerable students (LSS)

-PM Benchmark assessments for all grade 1 students (school-wide)

Daily:-Teacher observations and in-class assignments

-Collaboration and discussion among teachers


2020-2021-2022 School Team Visit Form For Goal 2:

- Teacher Observations (April)

- Office Referrals (Monthly tallies of Problem Sheets that involved Self-Regulation)/data from classroom teachers/EA’s from two discrete time periods (Sept- Dec and Jan - April)

- Questionnaire for students can identify taught self-regulation strategies and the anacronym WITS (sample across three classes- varying grades) Fall/Spring questionnaire on Self-Regulation. School year looked at grade 5/6 and 3/4

How are you adjusting instruction/programming in response to student needs?

Goal 1: Regular school wide assessments in reading comprehension to identify student

needs (Fall/Spring) and classroom teacher input. Primary students are “Benchmarked” at the beginning of the year. Targeted reading groups are fluid with student moving in and out based on needs

and resources. ELL students receive either pullout, SIOP, or in-class support; use SIOP

strategies including graphic organizers with ELL teachers and Teacher Librarians.

Professional development initiatives. Additional resources (Readwell, LLI, etc.)

Goal 2: In-class instruction/support from Counsellor/LSST Counsellor regularly teaches lessons based on the Heart-Mind Index, the Casel SEL

Model, and the B.C. Curriculum's CORE Competencies to develop a school-wide language for Self-Regulation.

Classroom visuals for self-regulation across multiple settings (classroom, gym, common spaces, home) to normalize and to build capacity for peers as models and mentors

Referrals to SBT Picture books and literature Customized visuals catered to individual students ie. contingency maps



Proposed Materials/Strategies for 2021/22



How is class-wide data informing your next steps?

Goal 1:

Class-wide reading data is used to inform us of students who require additional support and identify the reading skills that need to be further taught

Data also provided impetus for discussion around assessment, programming/resources, and to develop a common language and timetable

Reading Grouping are fluid and responsive to student needs.

Goal 2:


2020-2021-2022 School Team Visit Form Student needs and teacher requests drive responsive engagement, teaching, re-

teaching and rehearsal (reactive). Data will provide us with a clear understanding of student’s needs and how to

address the next steps as well as verifying if proactive programs are working. For example, do our students “know” the anacronym WITS or is low self-regulation preventing them from acting on it.

Based on class-wide assessment data, we identified a population of students that required more targeted interventions.

Goal 1:

- 6 intermediate students and 8 primary students were identified as emerging in reading fluency and comprehension expectations (school year 2019/2020); this could also include ELL students who have been identified with reading challenges beyond the acquisition of second language learning.


TIE

R 3TIER 2

TIER 1

Intensive

Interventions

Universal Interventions

Targeted

Interventions

2020-2021-2022 School Team Visit FormGoal 2:-7 students across a range of grades will be tracked -Students referred to the office multiple times-Students referred for counselling-Students who self-report a need for increased support with core competencies (positive awareness and responsibility and social responsibility)-Parent requests

What interventions are you implementing to support these students?

Goal 1:For the purpose of the school review we have decided to focus on the tier two students who are receiving a combination of Intermediate In-class support, Leveled Literacy Intervention (LLI) support, and the fours key literacy skills (rhyming, initial sounds, final sounds, and complete segmenting and blending). This is age/class dependent.

LLI is a targeted Primary Guided Reading program that is facilitated by a teacher to a small group of children. LLI focuses on phonics, vocabulary, writing, and reading problem solving strategies. Throughout the lessons, students are taught and monitored on their reading and reading problem solving abilities.

In class support provides targeted intervention to allow students to participate in classroom reading activities with the support of the LSST. The LSST works collaboratively with the classroom teacher together.

Goal 2: Counsellor and Learning Support teachers working collaboratively with the classroom teacher in order to get to know struggling students in natural environment in order to create relationship so more explicit and personalized interventions can be established. Sometimes they might be working in a small group with the Counsellor or Learning Support teachers. At Nelson, we are trying to be more proactive through school/class wide approaches.

Friendship & Fun (E.g. “Fun Friends” and Social Groups) Self-Esteem & Social Skills (E.g. Lunch Bunch) Conflict Resolution (Fix It Sheets, Restorative Problem Solving) Playful pairs/games group (E.g. Playful Pairs) Problem solving/reflection sheets (E.g. Fix it Sheets) Contingency maps PBS Social Stories/Narrative Stories


2020-2021-2022 School Team Visit FormHow are you monitoring progress for these students? How frequently?

Levelled Literacy Intervention:

Progress monitoring for students occurs regularly as student move in and out of levelled groups throughout the year. Students are asked to read aloud a book they were taught in the previous lesson while the teacher listens to their reading. As the teacher listens to the reading, she records any reading errors and reading behaviours (how the child is solving words in their reading). At the end of the reading, the student is asked to summarize their reading and to answer both literal and inferential comprehension questions. LLI is used across a number of grades at Nelson- targeted specific students.

In-class Support

IPA or Intensive Phonological Awareness Program is an evidence base program that walks you through tier 2/3 instruction with explicit guidance, suggested scripts, teaching strategies and tips on what to do when a primary/intermediate student is still struggling with a skill. This was used in some of our primary classes for both 2019/20/21 school years.

Improves four critical phonological awareness skills, rhyming, initial sounds, final sounds, and complete segmenting and blending.

GOAL #1 DATA:

LLI - Primaries (Proficiency/Benchmark Assessment Level). Intermediates (Proficiency/Benchmark when possible). Combination of In-class/one:to:one/small Group Support –

NAME Nov. 2020

April2021

Nov. 2021

Spring 2022

Student A (9) EM /(1) EM (3) Student B (10) Dev (8) Prof ( )


2020-2021-2022 School Team Visit FormStudent C (7) EM(11) EM(17)Student D (5) EM (11) EM (14)Student E (3) EM (24) EM (30)Student F (2) Dev Dev/ProStudent G (2) Dev (24) Dev(30)Student H (1) EM (27) Em (27)Student I (11) EM/1 EM (6)Student J (11) EM/0 EM/1Student K(8) EM (15) Em (17)Student L (8) EM (3) EM (7)Student M (9) EM (22) Dev (24)Student N (9) EM

(moved

GOAL #2 DATA (Fall runs Sept- Dec and Spring runs Jan- April)

NAME Fall2020

Spring2021

Fall 2021 Spring 2022

Student A (Div. 9)

5 2

Student B (Div. 13)

9 12

Student C (Div. 10)

4 7

Student D (Div.11)

3 4


2020-2021-2022 School Team Visit FormStudent E (Div. 6)

3 6

Student F (div. 2)

2 0

Student G (div. 3)

3 0

How are you adjusting instruction/programming in response to student needs?

Goal 1:For identified students struggling, a learning support teacher would provide further assessment (KTEA) to determine if there are any other factors impacting their learning and would consult with the psychologist.

School based team meetings occur regularly. Teachers fill out a questionnaire to assess students challenges and strengths; and the school-based team then discusses the challenges, needs, and recommendations for next steps for the students.

Goal 2:

Consultations by classroom teacher Proactive and reactive approaches based on needs (E.g. Safe touching) Collaboration as a team (classroom teacher, parents, principal, ELL, LSS,

counsellor, EA, district staff, outside agencies) Reviewing of IEP goals/safety plans – updated throughout the year. Referrals to school-based team

How is the data informing next steps?

Goal 1:

Look at reassessment to meet the students’ needs Look at making adaptations Consideration of changing groups or resources Consulting with parents, SBT, LSST, DLST and School Psychologist to consider

further assessments and or interventions

Goal 2:


2020-2021-2022 School Team Visit Form Staff/parent communication of decreasing/increasing requests Adjustments of school-wide/targeted programming School based team- providing various forms of support (Lunches with principal,

flexible counselling schedule, flexible LSS). Consulting with parents, Counsellor, SBT, LSST, DLST and School Psychologist

to consider further assessments and or interventions.



SCHOOL TEAM VISIT SUMMARY REPORT(to be completed by the Visiting Team)

SCHOOL: ______________________________________ DATE: ______________


Promising Practices

Recommendations

Names of the Visiting Team Members:

______________________________________ ____________________________________

______________________________________ ____________________________________

______________________________________ ____________________________________

______________________________________ ____________________________________

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