100 Mile Elementary

2016-2017: Shawn Nelson, VP, is the PLC Facilitator at 100 Mile Elementary this year. Staff are exploring the following questions:

• How would using Project Based Learning, in various forms, increase the likelihood of students using critical thinking skills independently?
• Analysis: This is an extremely difficult assessment because of the number of approaches taken to look at the same enquiry. The evidence did not lineup and was vague. Teams looked at critical thinking in different ways and as each group developed a plan they strayed away from the enquiry. This turned out to be several groups of people (some groups that received no PLC release time) working to learn about topics that were interests to them. The culture of PLC at 100 Mile House Elementary has been that individuals or small groups would choose a topic and pursue it as an individual cell. This has been the way it has been done because of several reasons including the lack of someone wanting the position of PLC Leader and being in the position on a continuing basis.
• Reflection: Working together to follow the steps of the spiral of enquiry, working with one approach to the enquiry question with a common understanding of definitions and a common starting point would be the best approach. Collecting evidence to support or not support the question would be much more readily to be compared and contrasted. We could see if the difference that this enquiry makes is impacting students in a positive manner and is worth the effort to cause that change.

After posting the model of the spiral of enquiry in a visible space in the staffroom and bring it to the attention of the staff at a staff meeting we have started the scanning process. We are collecting data/evidence to help us refine an enquiry question that we will work with at the beginning of next school year.

2015-2016: Donna Rodger, Principal of 100 Mile Elementary, submitted this report:

• Despite challenges of multiple PLC leader support at 100 Mile Elementary this year, our PLC continued successfully. Our teachers were curious about a number of issues this year. Our plan for the year worked on a 3-part schedule. The first meeting was for teachers to discuss, learn and plan. The second was for implementation of something new into the classroom and the third was to meet to debrief and make new plans. For the most part this schedule worked well with 2 or 3 teachers getting together to work and collaborate on a topic relevant to their classrooms. Topics included guided math, literacy stations, outdoor education, reading strategies, reading assessment, and integration of technology. Collaboration time was organized and facilitated by Mrs. Rodger with the VP also releasing teachers.

2014-2015: Lisa Lizzi-Davidson, the Teacher-Librarian at 100 Mile Elementary, is supporting the PLC again this year. She is guiding the staff as they explore this question:

• How will a focus on the instruction of independent reading strategies and conferring with students affect overall understanding and engagement in reading?
• Analysis: Focusing on the instruction of independent reading strategies has improved student overall understanding and engagement in reading. We know this because we noticed significant improvement in Reading on the year-end report cards compared to the beginning of the year. By the end of the year 15% of primary students were not meeting expectation compared to 18.5% at the beginning of the year. On the final report cards only 16% of intermediate students were below C+ in Reading compared with 25% at the beginning of the year. Results from PM Benchmarks testing in primary and Whole Class Reading Assessments in intermediate also indicate improved reading comprehension as did an overall increase on the percent of correctly answered questions on Accelerated Reader tests.

Teacher comments and notes also indicate that through the instruction of independent reading strategies students have demonstrated improved understanding of what they are reading. Many recognize the importance and need to be more involved and supportive of students during independent reading as a direct result of putting into practice ideas presented in our guiding resource No More Independent Reading Without Support. Those teachers who conferred with students regularly recognized a significant value in establishing this into their routines. They indicated growth in students’ ability to discuss and understand their reading and also noted improved attitude towards reading.

Student responses to questionnaires about independent reading also indicate a feeling of improved reading ability. Many mentioned an ability to read for longer periods of time, read more complex and varied materials and also make better book choices. Students indicated that strategies taught in class helped them better comprehend their reading. Students also recognized the value of discussing books with their peers and their teachers.

Student engagement in reading also improved this year according to teacher comments. Comparisons of student engagement in reading on the Reading Engagement Index from the first time administered (January/February 2015) to the second time also indicate improved engagement. For the most part, students are able to read for longer amounts of time without being distracted. Also, most are reading with more confidence and understanding now.

• Reflection: By focusing on teaching independent reading strategies we have seen growth in students overall ability to understand what they are reading. Students have also demonstrated increased engagement in reading. Our staff recognizes that this is an ongoing process and we are on the right track. One of the most evident needs in our school is to provide access to a variety (genre/level) of reading materials for our students. Purchasing of new class library resources began last year and continued this year. This will continue to be a goal for next year.

For the most part, teachers appreciated the opportunity to meet and collaborate with colleagues. Many classes had opportunities to work together as a result of their teachers collaborating through PLC. Improved attitudes towards reading has been noted as a result of students being involved in buddy reading and other activities.

A future goal would be to have conferring established or taken to the next level in more classes and to work as a staff to develop this. Also, we will need to look at how to structure PLC time and allow for larger groups of teachers to meet and work together on our school focus. This would get more people involved in the process and it would perhaps be less fragmented and more focused. It would be beneficial to build this into our instruction time rather than meeting as a large group to discuss PLC during staff meetings.