School Learning Plan - Ecole Garibaldi Highlands Elementary
Theory of Action
If students feel safe to explore how language constructs personal, social and cultural identity and their significance to a student's understanding of who they are as a learner (self) then they will enhance their critical thinking skills.
Process for determining our goal
This year we have decided to remain focused on safety and inclusivity. Due to the current circumstances as well as information shared by our students in both the Student Learning Survey (grade 4) and the OurSCHOOL Survey (grades 5/6), we believe that this is our greatest need. Our school data indicates that we need to continue to focus on literacy while our FSA data demonstrates a need to also develop new strategies to address numeracy. We have determined that building our critical thinking skills as they relate to making meaningful connections between a student's sense of self and their learning as well as implementing a number of new school wides strategies, will assist us in improving results for our students.
The Data Dashboard includes:
ELP data - gr. k/1
School Wide Write data - gr. 3 & 6
Foundation Skills Assessment data - gr. 4
Social Emotional Data
EDI - K students
OurSCHOOL Survey - Grades 5 & 6
Student Learning Survey - Grade 4
Classroom Mapping Fall Data
FSA & Writing & ELP Data
OurSCHOOL Survey and EDI Data
Student Learning Survey Data
In order to establish our goal, we have looked at the results of:
Classroom Mapping data
The Early Development Instrument
The Early Learning Profile
Grade Wide Write
The Middle Years Development Instrument
Student Learning Survey
The Foundation Skills Assessment
What do we notice?
The process of classroom mapping allows us to track additional interventions, supports and strategies needed to support student learning in the classroom. Classroom mapping data provides us with a snapshot of how we begin our school year in each of our classes and what areas appear to need more targeted interventions. For the 2020/2021 school year we see an increase in LST classroom support and CST support to assist in meeting the diverse needs of the class. Demands for tier 1,2,3 counselling support remain consistent. This year, we also see an increased demand in supports needed for a group of emerging intermediate readers and writers.
The Early Development Instrument
We can see that the measure of vulnerability on one or more scales has increased over time. We are curious to see how this early assessment impacts student success in the Intermediate grades.
The Early Learning Profile
With the exception of the Kindergarten cohort in 2015/2016 we see that from Kindergarten to Grade 1, vulnerability decreases slightly with the exception of the 2019/2020 school year. We saw a slight increase of vulnerability but that could easily be connected to the interruption of learning in the Spring of 2020.
Grade Wide Write
In grades 3 and 6, female students have a higher rate of success (meet expectations) compared to the male students. This data set also demonstrates that by Grade 6, most students are meeting expectations. For the 2019/2020 school year we see a decrease for both genders in our grade 3 year. We hypothesize that this too could be attributed to the interruption in learning in the Spring.
The Middle Years Development Instrument
The results of our MDI from the 2017/2018 school year provides a snapshot of our Grade 4 cohort. There are several areas of concern for us including measures of happiness, optimism and connectedness. Although this cohort identified greater quality of connectedness with adults at home and in the community, students were below the district average for their quality of connectedness with adults in the school. At GHE, Grade 4 students identified that only 66% of their relationships with adults in the building were of high quality. We will be administering this survey to our grade 5 students in 2021.
Student Learning Survey
We have seen some improvement in a number of areas. Overall, students in Grade 4 have an improved sense of belonging with the vast majority of students indicating that they have 2-4 adults in the building that care about them. The largest representation is 56% percent of students indicating they have 4 or more adults who are about them in school. When we compare the total percentage of students who rate feeling welcome at school as "most of the time" and "all of the time" we see a slight increase of 5% overall. Feelings of safety have remained very similar to the 2018/2019 school year. When we compare the total percentage of students who rate feeling safe at school as "most of the time" and "all of the time" we see a slight decrease from 72% in 2018/29 to 71% in 2019/2020.
Although there are a few improvements such as improved student teacher relationships and advocacy for boys, there are some notable declines that we are concerned about. While our female students saw a small increase in their sense of belonging, our male students are reporting a decline. From the 2018/2019 school year to the 2019/2020 school year we see that our male students' sense of belonging as decreased by 14%. For both girls and boys we have noted a small but steady decline in positive relationships at school (peers). In 2016/2017, 94% of girls and 92% of boys had positive relationships at school. Last year, 87% of girls and 79% of boys had positive relationships at school. From 2018/2019 to 2019/2020 the overall feeling of safety at school decreased by 7% with only 53% of our students reporting that they feel safe at school. When we look further at this data, we see that 43% of boys and 63% of girls feel safe at school. This difference of 20% is concerning. While rates of bullying remain static from 2018/2019 to 2019/2020, when we look further at the data the percentage of girls experiencing bullying at school decreased from 39% to 22% and the percentage of boys experiencing bullying at school increased from 26% to 47%.
Foundation Skills Assessment
Our FSA results show us that overall, our female students are doing better then our male students in reading, writing and numeracy with greater gaps in Reading and Writing. Overall, numeracy results of slowly declined since 2015/16 while we see an early trend if overall improvement in writing and reading. When we look deeper at our FSA results for the 2019/2020 school, we see that our students are strongest at recall with no students being able to demonstrate strategic thinking (Level 3) in numeracy. For reading, our students demonstrated that many are able to answer cognitive level 1 and 3 questions (recall and strategic thinking) while cognitive level 2 questions yielded a lower result.
Specific Groups of Students of Most Concern
We continue to be most concerned for our male students in many areas. They are not meeting expectations in many areas compared to the girls and the reported decrease in sense of safety matched with the significant increase in experiences of bullying in the intermediate years, are cause for concern.
Overall, the percentage of students "on track" in numeracy has declined over time while writing has improved and reading was tracking to improve last year (waiting to confirm some data with the Ministry).
We notice that our Grade 4 students indicate a greater sense of connectedness and safety as well as having many adult advocates in our school. When we compare these results to those of our grade 5/6 students we see a decrease in positive relationships and safety.
Desired Knowledge and Skills for Students and Staff
Students will continue to use our common set of values
Students will be able to identify what they need as a learner to succeed
Student will be able to communicate strengths and stretches as individuals and as learners using the 4 blankets
Students will have the ability to demonstrate their learning in a variety of ways
Staff will create opportunities to embed our school values in their classrooms
Staff will collaboratively build an inquiry project that will allow students to explore their strengths and stretches as learners
Staff will continue to design learning that is meaningful and accessible for all students.
Staff will collaboratively design strategies and specific interventions to support literacy and numeracy needs
Staff will incorporate the 4 Blankets through a school inquiry project
What instructional strategies and structures are currently working in your school?
Zones of Regulation
Multi-age groupings in gym class coupled with social skills games
Inquiry learning focused on inclusion
Literacy centres (Daily 5 and other)
Leadership structures: Routine Rally, Kindie Supervision, Terry Fox
Adaptive Technology for all learners – Read and Write for Google Chrome, Dictation and other Apps
Buddy classes (Have not taken place this year)
Co-Teaching using the CST model
Intermediate Recess Helpers (Not this year)
Tools and devices for self-regulation – eg. Fidget toys
Sensory tools – eg. Light coverings, wiggle cushions
Calming and movement rooms as part of requested break systems
Universal Design for Technology supports
Laptops and iPads available to all classes
Teacher technology mentoring
Digital Portfolio Apps such as Seesaw, MAP
Assemblies focusing on belonging and kindness (By class this year)
Inquiry Project Based Learning
Outdoor learning and exploration
School wide inquiry using the Self-blanket
Tier 1 & 2 Counseling support and friendship groups
Student Helpers (Not this year)
Morning announcements with Squamish language (Not yet)
Community of Learner Process - implementation of our values
Data collection of key pieces of evidence from grades K-3 (ELP, SNAP, PM, Writing Sample)
What new strategies or structures do you plan to use? Why?
In the late Fall of 2019 we established our new community goals - inclusive, safe, kindness, community, respect, contribute, joy, mindfulness, friendship and gratitude. This was done through our Community of Learners process. This year, we will engage in a school wide inquiry using the 4 Blankets to help students articulate who they are as individuals and as learners in an effort to build resiliency. Our hope is that in having students think critically about themselves, learning to advocate for their needs we will improve the overall sense of belonging, fostering a greater sense of safety in our school. We have also created an intermediate literacy committee as we see a growing number of emerging students continue to struggle in the intermediate grades. We will also continue our improved data collection at the primary level which began last year but wasn't done with fidelity due to the time out of class in the Spring.
What new strategy or structure are you most excited about? Why?
We are most excited about co-panning a school wide inquiry project. Our question will be "How does learning about myself as an individual and as a learner help me be more resilient at school?" The intention of this project is that we engage in inquiry together by connecting sense of self with our school values using the Self blanket from the 4 Blankets. We will develop critical thinking skills and rich literacy activities from k-6.
How do you monitor strategies and refine them as required?
The primary source of site based data is generated through classroom mapping. This process is well documented, making the classroom teacher, LST and administration accountable to suggested interventions and provides us with opportunities through the year to check-in on progress and make changes if needed. The follow up mapping that will take place in the late Winter will allow us to identify what has been working and what now may need support. We will also continue to review data collected through various surveys.
How is your budget aligned with this School Learning Plan?
This year our focus will be on releasing staff to work on effectively using the CST role in the classroom. We will also release staff to collaborate for our Intermediate Literacy Committee and when problems of practice arise or there are emerging needs in the classroom, we will work to release staff so they can plan effectively to better support students.
How does the school goal address achievement for specific groups of students?
The school goal affords us the opportunity to have a positive impact on our entire school community. We have designed this goal based on the social and emotional needs of our intermediate students but we feel that in highlighting safety and inclusivity, we are designing for all. We want to continue to shape the culture of our learning community to one where our students have a strong sense of self and show empathy for others. Tightening up our strategies for collecting data across the grades and creating an Intermediate Literacy Committee will ensure that we have specific structures in place to track and support our learning goals. Again, we are building the skill set of our team so we can be more responsive to our students.
What is your professional learning plan for staff?
This year we will focus primarily on the MAP and the use of the 4 Blankets. Many of our teachers participating in the Daily 5 workshop in May and we are encouraging that learning to continue in the building. We are also investigating a variety of literacy resources to build our repertoire to meet the diverse needs of our students. Our staff continue to engage frequently in co-planning with ILT members. This year the focus has been on integrating assistive technology at the tier 1 level, primary math centres, Daily 5 and planning for diverse needs within the classroom.
Response to Intervention
How does your school plan to monitor student success and intervene when students struggle with their learning? How are you using Collaborative Models of Support to differentiate for students’ needs and plan for safe inclusive settings? What authentic classroom information is being used by your teacher teams to support planning for responsive instruction?
We have continued to build the structures and collection of data around our Classroom Mapping process. Last year our Learning Services Team (LST, Counsellor and Admin) met one on one with every teacher in our school in the Fall and Early Spring. We track all of the information that is gathered through these meetings in note form and on a large matrix. Our follow up Mapping in early Spring allowed us to identify our classes and students who required additional support or different interventions. Once the need was identified, we were able to allocate additional supports and/or add to the skill set of the teacher in order to meet the needs of our particular classes. The Classroom Mapping process led to a more informed Classroom Placement process that began in June and finished in September (2019). As a school we followed our School District’s Non-Categorical Approach to Classroom Placement, purposefully building many multi-age, balanced and diverse classes. This was quickly followed by our Classroom Mapping Meetings which wrapped up at the end of September 2019 and 2020. Through this process we were able to identify classes that would benefit from additional in-class support. On top of our Classroom Mapping process which generates the data we need to make informed, transparent decisions around additional support structures, many of our teachers are working in collaboration through additional models including:
ILT – building structures to support literacy and numeracy in both our English and Early French Immersion programs as well as plan authentic projects in collaboration with other teachers (eg. SD48 Forum on garbage and sustainability)
Teacher Learning Teams – K/1, Intermediate, French Immersion
MIST and IST
Tier 1 interventions with LST and our counsellor
Teacher Mentorship opportunities
School based Intermediate Literacy Committee
In addition to our Classroom Mapping process, LST teachers and classroom teachers conduct basic reading assessments through the year to help make informed decisions. We are also using the ELP, PM Benchmarks, GB Plus, DRA, SWW, SNAP and other classroom based assessments to monitor learning on an ongoing basis. Much of our monitoring of the voice and choice of our students comes from surveys such as the MDI and EDI which measure student engagement through various indicators.
What information will convince you that your school’s chosen instructional strategies to improve learning as a foundation and learning as a process are working?
How will you triangulate this collection of evidence to check for understanding? (Provincial? District? School? Classroom?)
How will you disaggregate important pieces to track information more deeply and for specific groups?
What information are teachers using to inform their instruction?
We will continue to use the Classroom Mapping process as a way to identify emerging needs in particular classes and trends within the whole school. Because we have committed to continuing with this process twice a year we have built a structure that keeps our school accountable to the recommendations made by our school team (classroom teacher, LST and admin). By tracking classroom strategies and other Tier 1 interventions we are able to see what is working and what areas need more interventions or different strategies. As needs change throughout the year, we are able to identify emerging needs and adapt our support in a timely manner.
We are also collecting cohort data, tracking students from K in the ELP and EDI to Intermediate students and their FSA, SWW and survey data. We are interested to see how vulnerability in SEL and literacy translates to Intermediate grades. We have also implemented a new Primary data collection process that allows us to have a more well rounded picture of students as they move through from k to 3 and helps new staff get a sense of where their students were at when they completed their previous school year allowing staff to have a good sense of where to begin in September.
We are implementing a number of new strategies to improve feelings of safety outside. As supervisors, we are changing how we engage with students. In some circumstances we assisting more complex students by co-regulating, we are actively approaching students and engaging them in conversation about how they are feeling and if they need help, reminding students that they can walk away from a game they don't think is going well. We are also planning a series of learning opportunities for leadership students in grades 4-6 to learn mediation skills like communication, peaceful problem solving skills and being an upstander. We are developing a survey for students to take in the Fall, before these strategies really take hold, and a post survey to see if our strategies made a different.