St. Peter’s School · St. Peter’s Annual Report 2012 -13 Page 7 Overview of School Our School...

St. Peter’s Annual Report 2012 -13 Page 1

St. Peter’s School

2012-13 School Development Report


Vision

St. Peter’s Saints achieving and succeeding in a safe, caring, inclusive and socially just environment.

Values

1) We value programming and an inclusive environment that meets the need of diverse learners. 2) We value a respectful, safe, caring, and socially just environment. 3) We value ongoing assessment to support learning. 4) We value the success of our students, teachers, and school community. 5) We value collaboration, openness, accountability, and quality service amongst our school community.

Mission

By 2014, St. Peter’s will have enhanced student achievement in literacy and numeracy while providing our students and staff with the resources to make healthy choices in an ever changing society.


Table of Contents Message from the Director of Education. . . . . . .4 Message from Principal. . . . . . . . .5 Message from School Council . . . . . . 6 Overview of School. . . . . . . . . .7 Key Highlights/Special Projects. . . . . . .7 Partnerships. . . . . . . . . .9 Summary Report on the School’s Most Current Data. . . . .11 Internal Assessment Data. . . . . . . . .20 Report on Previous School Development Plan 2012-2013. . . . 22 Actions for Change. . . . . . . . . 24 School Development Plan for Current Year 2013-2014. . . . .27


A Message From DARRIN PIKE

CEO/DIRECTOR OF EDUCATION

This school development report for the 2012-13 school year outlines your school’s successes and highlights in matters such as student achievement and professional development. The planning and execution of a school development plan is an important process that must be undertaken by the entire school community. A thorough plan lays the foundation for a productive and successful school year and will be beneficial to every member of the school community, most importantly the students of your school. As we move ahead with the development of a new strategic plan for the Newfoundland and Labrador English School District I thank our administrators, teaching staff, school councils and school communities for their efforts in developing and implementing the previous plans to ensure student success and achievement. Such collaboration is important to grow together as a school community for the betterment of our education system. I look forward with great enthusiasm to the progress we are going to make as we build upon these school development plans and continue to provide a quality education for every student in our province. Sincerely, Darrin Pike CEO/Director of Education


Message from Principal We are very pleased to inform you that we are now in year four of our 4 year school development plan (2010-2014). This plan has two primary goals: to improve student achievement in literacy and numeracy and provide our students and staff with the resources to make healthy choices in an ever changing society. As well, this year we are officially an inclusive school and we are currently following through with our inclusive action plan. In the winter of 2014, we will be conducting an internal review and we will develop a new 3 year school development plan to begin in September 2014. We will continue to constantly review our goals and to involve all stakeholders of the Community in the process. We are very pleased to announce that while we continue to complete our plan, our students achieved quite well on all provincial assessments administered this past year. In fact, our students scored comparable to and above the district and province in all sub-tests of both grade 6 and grade 9 Provincial Assessments. Our grade 3 results were comparable and were below in a few areas. These results can be viewed throughout this report. While we are very proud of our results, we also acknowledge that there are areas within our programs which need to be further strengthened. On behalf of our school community, we acknowledge the many efforts of our teachers, staff, support staff, parents and community representatives, particularly through our School Council and look forward to their continued support. Again, we are pleased to present this report and invite any comments, questions or concerns. John Drover, B.PE., B.ED., M.ED. Principal


Message from School Council Chair As chairperson for St. Peter's School, I feel Honored to be working with such a great group of people, including the School Council, Administration, Teachers, and Support Staff. St. Peter's is very fortunate to have such a dedicated staff, as they go beyond to make sure our children have a safe and nurturing environment. Our teaching staff is second to none and this is evident of our results again this year in our Provincial Assessments. The results show that our students are succeeding at a rate comparable or above the district and provincial levels. The volunteer program is very active in our school. We are having a very successful year in regards to the breakfast program and our recycling program. Our fundraising efforts have also been very beneficial. In closing, I would like to thank everyone who has helped in any way in keeping St. Peter's a great community school. Saints all the way!!!! Linda Adams School Council Chair


Overview of School Our School Community St. Peter’s School is a part of the Eastern School District, which has 119 schools with approx. 44,000 students. Our school currently has an enrolment of 215 students and offers grades Kindergarten through Grade 9. Our school serves the communities of Bishop’s Cove, Bryant’s Cove and Upper Island Cove. Approximately 90% of our students are bussed to school on a daily basis. St. Peter’s School has a total of 16 full time teachers 2.35 special education teachers, and specialists’ teachers in the areas of guidance, music, physical education, technology, and learning resources. We also have 3 student assistants. In addition to staff based at the school, we have itinerant services for speech-language pathology, hearing impairment, visual impairment, and education psychology. Our school also receives 30 hours of secretarial time per week as well as 67.5 hours of custodial support per week. Programs Provided St. Peter’s adheres to the provincial curriculum put forth by the Department of Education. We offer half time Kindergarten as well as Kinderstart. We offer Core French for grades 4-9. We have specialist who teach Physical Education and Music in all grades. We also offer Art in the Intermediate grade by a specialist; other grades offer Art through the classroom teacher. Grades 4-9 have technology taught by a specialist, who also offers computer sessions for other classes on request.

Key Highlights/Special Projects

St. Peter's School Launches Kids Eat Smart Club On April 4, 2011, St. Peter's School in Upper Island Cove launched a Kids Eat Smart Club. Students from K-9 participated. Students enjoyed healthy food choices while socializing with their peers prior to going to class for an active day of learning. The Kids Eat Smart Club will operate three days a week for the remainder of this school year. It will offer "Grab-and-Go" items such as milk, juice, fresh fruit, granola bars, cheese strings, and yogurt tubes. Positive comments from students make it a very rewarding experience for staff and volunteers.


Grandparents Day In May 2013, the Grade 5 class at St. Peter’s School once again hosted a Grandparents Day Celebration. The session consisted of food, song and dance to honor and respect the ties between our school, students, grandparents, and tradition. Everyone in attendance had a great time. We are looking forward to next year’s celebrations. Volunteer Day In May 2013, St. Peter’s celebrated with our volunteers. Approx. 50 volunteers were in attendance. Our volunteers worked very hard throughout the year serving daily lunches, taking part in special events and regularly assisting classroom teachers. Students from each division demonstrated their appreciation for our volunteers through dance, song and presentations as well as a special presentation from our student council. Our student council members also made a presentation to each volunteer on behalf of the school, to say thank you. Volunteers were then treated to soup, sandwiches, coffee and dessert. Fundraising This year we had two major fundraisers, a Walk-a-Thon and Spring Ticket Sale. On the day of the walk-a-thon, all students, staff and parents walked around the community. We had the distinct privilege of being escorted by the UIC Fire Dept. We raised approximately $4500. Our ticket sale raised approximately $4500. These funds were used to purchase technology and furniture for St. Peter’s. Cheerleading This year our cheerleader team was comprised of girls from Grades 8-9. They attended the Upper Island Cove Santa Claus Parade and the Bryant’s Cove Santa Clause Parade and supported our school ice hockey team at each of the games. Operation Christmas Child Last year we took part in Operation Christmas Child. Students from Grades Kindergarten to Grade Nine all contributed to this worthy cause. Each class packed shoeboxes for boys and girls in their age group. Thanks to everyone’s efforts we sent 40 shoe boxes to deserving children throughout the world. Swim To Survive Last year our Grade Two students took part in the Swim to Survive program. This program is offered through the Red Cross and is sponsored by the Kiwanis Club. For five weeks students travelled to the Carbonear Swimming Pool where they received lessons on water safety and practiced swimming and treading water. Another five weeks were


spent in the classroom. The lifeguards from the Carbonear Pool came to the school and went through various life saving skills with the students. Intermediate Softball Tournament Once again this past fall, our school participated in the annual intermediate softball tournament. All intermediate schools in the area are invited to register male and female teams. This past year our school had such a high turnout for practice that we entered two male teams and one female team. The tournament was a fantastic success with a high number of spectators watching all games.

Partnerships Community Access Program Site This past year St. Peter’s School continued its partnership with both the provincial and federal governments to maintain a local CAP site at the school. Mr. David Osborne chairs the volunteer organization. The mission of the CAP site is to provide internet access and training to both individuals and community groups. Scholarship Program St. Peter’s Scholarship program continued to grow once again during the 2012-13 school year. Scholarships now total approximately $3500.00. We thank the many families, businesses, community groups and town councils for their continued support for our annual scholarship program and look forward to their continued support in the future. Upper Island Cove Recreation Association Our school enjoys a great partnership with our local Parks and Recreation Association. When planning school related events, we partner with them to use both their facilities and their staff. We often use their baseball field, playground, and recreation center. Quite often throughout the school year, those coaches who volunteer with the locals parks and recreation association offer their services and skills to our school and assist us with coaching baseball, softball, hockey, etc. We are very proud of the partnership we have built with this local community group.


Key Highlights/Special Projects Volunteer Celebration Healthy Commotion Day Fire Chief Kiwanis Music Festival Grade 9 Graduation Christmas Par. Kindergarten Graduation Grandparents Day Kinderstart Heritage Day Walk- a- Thon Christmas Concerts Buddy Reading Poster Contests Sports and Intramural Program Community Wide Recycling program Remembrance Day Assembly School Dances Thanksgiving Assembly Pancake Breakfast Teacher Appreciation Tutoring For Tuition


Summary Report on the School’s Most Current Data

Provincial Assessment Data Reading Records for Grades 1 and 2 Grade 1: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment = 24

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province

70.8 64.6 62.6 31.6 67.4 64.6 78.6 60.2 60.2 54.6 59.2 58.7

Our grade 1 students were administered the provincial reading assessment and scored below the district and province. We completed

an in depth analysis and strategies were developed to improve our results in this area. These strategies are evident throughout our one year school development plan for 2013-2014.


Grade 2: Percentage of Students (in June) at or above the Provincial benchmark Grade 2 Enrolment = 18

2009/10 2010/11 2011/12 2012/13


90.5 72.6 72.6 85.7 74.8 73.8 84.2 68.1 66.9 55.6 65.6 64.5

Our grade 2 students were administered the provincial reading assessment and scored below the district and province. We completed

an in depth analysis and strategies were developed to improve our results in this area. These strategies are evident throughout our one year school development plan for 2013-2014.


Provincial Assessment data by strand for grades 3 and 6

Grade 3 English Language Arts Grade 3 Enrolment = 20

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 92.6 92.5 92.2 80.1 79.8 79.7 63.1 67.8 67.5 71.0 73.0 72.7

Listening 94.1 80.8 80.9 88.5 87.9 87.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand

Writing 88.2 74.4 73.9 81.8 73.2 72.0 90.9 81.5 81.7 56.4 65.2 64.4

Poetic 88.2 71.1 71.5 90.9 79.0 77.8 22.7 48.8 47.9 56.3 66.9 65.2

Informational 76.5 62.9 63.6 79.0 53.1 52.8 40.0 64.3 64.4 73.7 80.3 80.1

Listening 70.6 61.5 59.9 90.0 69.5 68.9 The grade 3 class completed Provincial Assessment’s in Language Arts this past year. In Language Arts, we were comparable with the District and Province in the multiple choice questions. In Demand Writing, we scored below, although our Creative Writing results were stronger than the District and Province and less in the Persuasive piece of writing. We also, scored below the district and province in other areas of reading, and in particular the sections on poetic and informational. In Language Arts, we will continue to improve in these areas and make applicable changes to our one year school development plan.


Grade 3 Mathematics Grade 3 Enrolment = 20

2009/10 2010/11 2011/12 2012/13


Multiple Choice Number

Operations 88.0 75.2 76.0 81.4 74.2 74.6 69.7 72.8 72.5

Number Concepts 91.1 76.8 77.3 81.0 77.5 78.2 72.1 78.5 78.3

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 94.4 59.2 62.2 77.3 58.8 61.1 90.5 72.9 72.2

Communication 94.4 57.9 61.5 81.8 58.7 60.5 76.2 74.4 73.4

Connections & Representations 94.4 66.1 68.1 90.9 63.7 65.2 81.0 80.2 78.7

Problem Solving 100.0 66.7 68.3 86.4 77.3 77.1 90.5 83.5 82.6

No Provincial Assessment in Primary math this past year.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 88.8 81.7 81.0 88.5 80.3 79.5 82.2 71.6 71.1 86.7 79.0 78.5

Listening 93.3 87.4 86.7 84.5 68.2 67.0


Demand Writing 76.9 83.3 81.3 73.7 75.4 74.7 73.7 74.8 74.9 91.8 78.9 76.5

Poetic 83.3 70.6 69.9 70.6 67.9 66.2 79.0 49.9 50.4 88.9 83.6 82.1

Informational 75.0 70.2 68.4 76.5 59.8 58.7 61.1 57.3 58.6 94.4 83.9 83.6

Listening 91.7 69.3 66.6 65.0 54.4 51.8

This past June our Grade 6 students along with all other Grade 6 students throughout Newfoundland and Labrador participated in the Provincial Assessment in Language Arts. We are pleased to report that our students scored above the district and province in all areas of the Language Assessment, and in particular, in the area of Demand Writing and informational reading. We are proud of the accomplishments of both our staff and students. Throughout the next school year we will strive to build upon our strengths and make improvement in the areas which we have identified as needing improvement. Next year as a part of our school growth and development plan we will also provide our students with additional learning opportunities to further strengthen their skills in the areas noted.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 78.9 71.8 72.3 78.6 66.6 67.4 69.0 62.0 62.4

Number Concepts 90.2 76.6 76.9 82.9 74.6 74.9 73.0 67.1 67.2


Reasoning 50.0 53.0 54.5 71.4 51.1 52.3 89.5 58.3 58.9

Communication 38.5 44.5 46.4 47.6 42.4 44.3 73.7 56.8 56.6

Connections & Representations 30.8 42.8 43.8 57.1 33.2 35.2 68.4 58.7 58.6

Problem Solving 84.6 56.5 57.7 85.7 67.9 68.1 73.7 65.7 65.6

No Provincial Assessment in Elementary math this past year.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Poetic 86.0 85.3 85.2 70.4 65.4 64.7 70.0 67.3 66.6

Informational 88.0 79.8 79.3 81.5 72.3 71.2 77.5 77.1 76.8 58.5 56.7 55.9


Demand Writing 90.0 86.6 85.5 89.7 82.7 83.3 97.0 91.5 90.6 100.0 93.6 92.7

Poetic 85.0 74.3 73.2 63.0 62.9 61.4 96.9 92.6 91.9

Informational 90.0 70.5 70.2 72.0 69.6 69.2 96.9 90.9 88.8 84.6 87.5 86.2

Achievement in Grade 9 Language Arts was very good this past year. St. Peter’s scored above or was comparable with the province and district in all areas of the Provincial Assessment. Obviously, we need to continue building upon our strengths in these areas. We would however like to see more students score at level four or five. Overall, school results were comparable and exceeded province and district in all areas and in all subtests except for areas noted above. Our results are indicative of a strong outcomes based approach to the teaching and learning of Language Arts and effective communication between and among divisions. Overall, there is an indication that a strong approach to teaching and learning is taking place at St. Peter’s. We hope to address our needs through our school growth and development plan over the next number of years.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 86.0 69.1 69.4 63.3 64.2 64.4 72.7 68.0 68.0

Number Concepts 68.0 59.0 59.0 63.3 64.2 64.4 72.7 68.0 68.0 Patterns and

Relations 82.9 74.8 75.2 73.8 66.5 66.0 77.1 70.8 70.7

Measurement 87.5 65.9 67.5 55.7 63.4 63.7

Geometry 81.7 68.6 69.4 76.8 74.8 76.0 Data Management

and Probability 73.8 65.3 65.9 85.7 88.2 87.9 89.7 85.8 85.5


Number Operations 79.4 48.2 48.9 54.3 52.8 53.6 70.0 68.1 68.1 Patterns and

Relations 85.8 61.0 60.4 63.1 60.5 59.5 60.5 55.2 55.2

No Provincial Assessment in Junior High math this past year.


Internal Assessment Data Our report card data (K-6) indicated that most of our students scored 3, 4, or 5 on their progress reports and most of them scored either a 4 or 5. Although our internal results were good we did have few scores below the standard benchmark at 3 in the areas of Language Arts and Mathematics. As well, after analyzing our at-risk program throughout the year, it was evident that we had student needs at the Junior High level. Through our academic intervention process, and other school collaborative practices, these scores were identified and through consultations with staff and district personnel, appropriate strategies are developed to improve these areas of concern. Through other means of data analysis such as staff and divisional meetings and collaborative planning and sharing it has been noted that our report card trends do indeed align with our external data results. As a result, our school development for this year will address our needs as indicated by our data analysis. One of our objectives is to improve literacy skills and results by introducing the Daily 5 structure within the primary division. By fostering independence and enjoyment of reading/writing, making cross curricular connections through the use of the daily 5, increasing modeling of various writing genres and continuing to connect with other classes through sharing and planning we feel our results will improve over time. Another objective is to improve literacy skills and results by focusing on Persuasive Writing throughout 2014 in the elementary division. With the use of oral/written/visual pieces, connecting to other relevant topics of interest within other areas of the curriculum, teaching and use the structure of persuasive writing within the curriculum guide, using the features and forms of the persuasive writing to assist in achieving outcomes, again we feel we can improve our results in this area. Our objective to emphasize and improve foundational Math skills by 2014 will help us to improve other areas within the Math program. We will accomplish this priority by holding Math moments (Friday’s) to improve computation and multiplication facts, providing activities that will accommodate all learning styles, increasing Math visuals throughout the school and pre-assess to target identified needs. As mentioned earlier, we are on the phase 5 program to be an inclusive school this year. This strategy is part of the Department of Education’s plan to phase in all schools throughout the province over the next few years. We have been supported with funding to accumulate many resources to begin our journey and time has been allotted for professional development. We have an inclusion itinerant that has been assigned to us to help us with our action plan throughout the year and help us to align our inclusive plan with our school development plan. Through our inclusive action plan we have determined 3 areas for action. These include providing the necessary resources to help with classroom activities, professional development in the areas of assessment, DI strategies, and technology, and finally developing a school schedule that will allow for collaborative planning and supporting classroom needs based on a priority


basis. To date, we have been working very closely with our itinerant and our teachers have been supported with inclusive strategies and activities to support our school development plan. Finally, school climate surveys were administered in grades 2, 5, 7, 8, & 9 and staff and parents were asked to complete surveys as well. We are very pleased to inform you that our results were very positive and it is an area that we need to celebrate. These results can be viewed under the Department of Education website. Although, our results were very strong we do realize that we need to target and strengthen some areas, especially school wide goals, that will continue to make St. Peter’s a safe and caring school. These areas include making connections throughout our divisions and making sure our SACS plan is re-aligned to the new safe and caring plan of the Department of Education.


Report on School Development Plan for Previous Year 2012-2013 Goal 1. To improve academic achievement across the curriculum through a focus on inclusion and differentiated instruction using data guided practice in K-9 by 2013. Objective 1.1 To analyze mathematical data to improve multiple choice and written response answers

Objective 1.2 Improve student reading abilities beyond the current level, more specifically as it relates to poetic and non-fiction reading.

Objective 1.3

Evaluation 1.1 Thorough discussions were held throughout various forms and exemplars were used to help teach and reinforce. Various questions were used during assessments and other DI strategies were incorporated into Math. Focus was placed on the curriculum guides and new manipulatives were ordered. A continued focus on assessment with multiple choice and DI will continue. Display of commercial charts and student work need to take place and to use charts to support their understanding and written response. As well, need to re- assess the foundational math skills.

Evaluation 1.2 Consistent assessment tool at the primary level was used and organized exemplars were placed in binders for teachers to model selected and constructed response questions. Continue to analyze internal and external data and develop strategies to improve areas of concern, particularly at the beginning of the year. Purchase of current event magazines is recommended to meet student interest. Continue to use assessment and teaching strategies that address the differentiated classroom.

Evaluation 1.3


Goal 2. To provide students and staff with the resources to foster healthy choices in an ever changing society.

Objective 2.1 Continue to provide opportunities to develop character education

Objective 2.2 : Reflect upon school and district policies and procedures to ensure continuity and relevancy, specifically to inclusion, LGBTQ, and bullying.

Objective 2.3

Evaluation 2.1Many strategies and events/programs were implemented to build upon character education such as the grade 2 swim to survive program, RCMP sessions, turning points program, presenter Mr. Terry Kelly, the DARE program, student council, scholarship program and much more. Recommendation is to make the connections across divisions and develop programs to entice these relationships. As well, continue to monitor and analyze the school climate results and act upon the areas noted of concern.

Evaluation 2.2 This objective was discussed on many occasions and relevant data is recorded. It is important to note that little change was made in this area until the Department of Education released its new and updated Safe and Caring School Policy in the fall of 2013. It is noted that once this policy is adopted by the District, St. Peter’s will review its current policy and make applicable changes to align its school policy to the District guidelines.

Evaluation 2.3


Actions for Change Goal 1: To improve academic achievement for all students across the curriculum through an inclusive and data driven approach. Objective 1.1: To improve literacy skills and results by introducing the Daily 5 structure.

Objective 1.2: To improve literacy skills and results by focusing on Persuasive Writing throughout 2014.

Objective 1.3: To emphasize and improve foundational Math skills by 2014.


Actions for Change 1.1 Through our review and analysis of data and evaluating last year’s plan we focused on improving our reading results, particularly at the K-3 level through the Daily 5 structure. Our strategies include to foster independence and enjoyment of reading/writing, to implement buddy reading through the daily 5, to make cross curricular connections through the use of the daily 5 structure, to increase modeling of various writing genres, and to continue to connect with other classes through sharing and planning. Actions that we will follow through on to implement these strategies are to introduce the model and use ‘read to self’, ’read to other’. Plan cross-curricular connections to daily 5 structure, and introduce the model and use ‘working with words’ and create/display anchor charts. We will continue to monitor these strategies and actions and periodically consult with our inclusion itinerant and make any adjustments that are needed.

Actions for Change 1.2 Through our review and analysis of data and evaluating last year’s plan we focused on improving our persuasive writing results, particularly at the 4-6 level. Our strategies include use of oral/written/visual pieces, to connect to other relevant topics of interest within other areas of the curriculum, to teach and use the structure of persuasive writing within the curriculum guide, and use the features and forms of the persuasive writing to assist in achieving outcomes. We will continue to monitor these strategies and actions and periodically consult with our inclusion itinerant and make any adjustments that are needed.

Actions for Change 1.3 Through our review and analysis of data and evaluating last year’s plan we focused to emphasize and improve foundational Math skills by 2014 at the K-9 level. Our strategies include to hold math moments (Friday’s) to improve computation and multiplication facts, to provide activities that will accommodate all learning styles, to increase Math visuals throughout the school and use pre-assessment to target identified needs. Actions that we will follow through on to implement these strategies are to identify areas where math visuals are needed, order math visuals, have a team meetings to identify areas of focus/activities to support and communicate to staff the plan and the details when needed. We will continue to monitor these strategies and actions and periodically consult with our inclusion itinerant and make any adjustments that are needed.


Goal 2: To provide students and staff with the resources to foster healthy choices in an ever changing society. Objective 2.1: Build connections across divisions

Objective 2.2: Create a climate that fosters inclusion for all students.

Objective 2.3:

Actions for Change 2.1 Through our review and analysis of data and evaluating last year’s plan we focused on building connections across divisions through implementing buddy reading programs, implementing a prefect program, implementing technology buddies program, establishing a student council and is represented throughout the divisions and meets regularly, creating and displaying student achievement throughout the school/main entrance and setting up focus groups with students to improve school climate.

Actions for Change 2.2 Through our review and analysis of data and evaluating last year’s plan and realizing that we are officially an inclusive school we focused on continuing to discuss with staff LGBTQ, reviewing our Behavioral Matrix and make reference to LGBTQ, reviewing our safe and caring school’s policy and make changes to reflect district and provincial guidelines, begin to introduce some literature around family diversity, and involving RCMP/Staff to offer sessions to address a variety of topics such as bullying, relationships, sexting, drugs, internet, and personal safety.

Actions for Change 2.3


One Year School Development Plan

School Development Plan 2013 - 2014 Goal 1: To improve academic achievement for all students across the curriculum through an inclusive and data driven approach. Objective 1.1: To improve literacy skills and results by introducing the Daily 5 structure.

Objective 1.2: To improve literacy skills and results by focusing on Persuasive Writing throughout 2014.

Objective 1.3: To emphasize and improve foundational Math skills by 2014.

Strategies:

1.1.1 To foster independence and enjoyment of reading/writing 1.1.2 Implement buddy reading through the daily 5. 1.1.3 To make cross curricular connections through the use of the daily 5 structure 1.1.4 Increase modeling of various writing genres 1.1.5 To continue to connect with other classes through sharing and planning

Strategies:

1.2.1 Use of oral/written/visual pieces 1.2.2 Connect to other relevant topics of interest within other areas of the curriculum 1.2.3 Teach and use the structure of persuasive writing within the curriculum guide 1.2.4 Use the features and forms of the persuasive writing to assist in achieving outcomes 1.2.5 use of digital story which would also be a diverse learning strategy

Strategies:

1.3.1 Hold Math moments (Friday’s) to improve computation and multiplication facts. 1.3.2 provide activities that will accommodate all learning styles 1.3.3 Increase Math visuals throughout the school 1.3.4 Pre-assessment to target identified needs


Indicators of Success:

1.1.1 Daily 5 program

1.1.2 Divisional meetings

1.1.3 Writing samples

1.1.4 Action Plans


1.2.1 Writing samples

1.2.2 Various topics

1.2.3 Use of Curriculum guide

1.2.4 Lesson Plans


1.3.1 Schedule in place

1.3.2 leaning style inventories

1.3.3 use of Math visuals

1.3.4 Results from Pre–assessment tool

Goal 1. Support Plan

Financial Professional Development/Time Required 1.1.1 Funding to purchase resources for daily 5 1.1.1 Go and Grow and use of school PD to plan and implement daily 5 structure


Goal 2: To provide students and staff with the resources to foster healthy choices in an ever changing society. Objective 2.1: Build connections across divisions

Objective 2.2: Create a climate that fosters inclusion for all students.

Objective 2.3:

Strategies:

2.1.1 to implement prefect program 2.1.2 to implement technology buddies program 2.1.3 to establish a student council and is represented throughout the divisions and meets regularly 2.1.4 To create and display student achievement throughout the school/main entrance 2.1.5 Focus groups with students to improve school climate

Strategies:

2.2. 1 Continue to discuss with staff LGBTQ 2.2.2 Review Behavioral Matrix and make reference to LGBTQ 2.2.3 Review our safe and caring school’s policy and make changes to reflect district and provincial guidelines 2.2.4 Begin to introduce some literature around family diversity. 2.2.5 RCMP/Staff offer sessions to address a variety of topics such as bullying, relationships, sexting, drugs, internet, and personal safety.

Strategies:

2.3.1

2.3.2

2.3.3

2.3.4

2.3.5


2.1.1 Prefect program

2.1.2 technology buddies

2.1.3 student council

2.1.4 Student work displayed

2.1.5 focus group schedule


2.2.1 Staff meeting agenda

2.2.2 Updated behavioral matrix

2.2.3 New SACS policy

2.2.4 New literature in classrooms

2.2.5 Schedule presentations


2.3.1

2.3.2

2.3.3

2.3.4

2.3.5

St. Peter’s School · St. Peter’s Annual Report 2012 -13 Page 7 Overview of School Our School...

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