1.
Mission Statement:
Our mission is
to empower socially responsible citizens for the global
community.
2.
School Context:
Grades: Preschool, Kindergarten-Gr. 5, Special Education
(MMH)
School Capacity: 530
Enrollment on Sep 30, 2007: 367
Teacher F.T.E.: 22.4, Counsellor .2, Librarian .4, ESL 1.0,
ESL TA 1.0, First Nations .2,
LA Teacher 1.0, LA TA 1.0, Learning and Assessment Center
1.0, Special Education
Teacher 1.0, Music .4, Academic Support TA 1.0, Support TAs
1.0
Aboriginal students make up 12% of our school population,
and 28% of our students
are ESL.
Also, we are an
identified Greater Needs school, in which 32% of this
year’s Kindergarten students fell in the lowest
10%ile for physical health and well-being, the
4th
lowest in the
district.
Diverse in its population and rich in its programs
Ten-Broeck addresses the needs of all of its students. Some
of these are:
Since we are a Lion’s Quest school we subscribe to
the philosophy of the Quest program that includes: Positive
Pals values, social responsibility, communication, decision
making, and goal setting. In addition, we also have a
Self-Managers Program designed to promote and reward
students positive, self-guided behaviour.
We have a very successful school-wide anti-bullying
program. This year marked our 12th
year of the
implementation and training in our school.
We fully subscribe to the visual and performing arts,
Kindergarten through Grade 5. We offer intra-curricular
classes in Orph, choir and recorders. In addition, we
present a major musical every other spring at Abbey Arts
Center. To date Ten-Broeck has presented six major
musicals. Our next scheduled musical will be held in 2009.
We have a fully organized Accelerated Reading Library. This
is the 5th
year using the
A.R. program and our reading scores reflect its success. We
are the first school in the district to acquire the on-line
version of Accelerated Reader, which gives our students
access to the entire Accelerated Reader library. For four
consecutive years we have had students participate in the
Red Cedar Book Awards Reading Program.
The school also houses one of the district’s Learning
and Assessment Centres and offers specialized assistance to
students in our family of schools.
We are associated with the John MacLure Community School
and offer many after-school recreational programs for the
children in our catchment area.
We are also pleased to be offering, the
5th
year, a
preschool literacy program at Ten-Broeck called
“Neighborhood Place”. This program encourages
parents and tots to attend a structured setting that
focuses on literacy, art and socialization. Many of these
students enter our full-time Kindergarten program.
3.
Leadership/Teamwork:
Teachers/staff
regularly offer workshops to other members of staff on such
things as Integrating Technology, Math Makes Sense,
Accelerated Reading, Report Writer and The Developing
Writer programs. This administration promotes dialogue with
staff at S.B.T. meeting, staff meetings and informal
settings. These on-going discussions with teachers
formulate plans and strategies that address student
achievement. In addition, a PLC was formed in 2007-2008
under the leadership of the school’s Student
Achievement Facilitator. This group of 8 teachers has
investigated instructional techniques in language arts,
with a specific focus on writing and the new oral language
PLO’s.
Leadership for the school plan is jointly shared between
the SPC and the school staff. The principal,
vice-principal, facilitator of the school’s PLC, and
the parent representatives on the SPC are key leaders in
the process.
4.
Communication:
We have shared our goals with the public through our
bi-monthly newsletters, P.A.C. meetings, and S.P.C.
meetings. In addition, we have our goals clearly presented
in each classroom and in the general public area of our
school, as well as our website.
www.sd34.bc.ca/schools/tenbroeck/
5.
Goal and Objective(s):
5.1
Goal:
To
improve literacy skills across the curriculum, with
particular emphasis on students falling in the lower 20% of
the school population.
5.2
Rationale for the Goal:
We
realize that supports need to be put in place to help
students achieve greater success across the curriculum. In
2007, only 49% of our Gr. 1 students were meeting or
exceeding PM Benchmark standards for their grade. 85% of
the Grade Two students met this standard, and 69% of the
Gr. 3’s did likewise. In all three Primary Grades,
the boys reading level was below the girls (by 3 to 14%),
and ESL students read at a lower level than the overall
group average (by 13 to 19%). In the Gr. 3 writing
assessment, 41% of the students met or exceeded grade level
standards, with weaknesses similar to the reading results
indicated by boys and ESL students
On the FSA assessments, 70% of our Grade Four students met
or exceeded grade level standards in reading, and 94% of
them met that standard in writing. Regarding gender
differences, in most years since 2002, the boys have scored
slightly lower than the girls in FSA Reading (avg. 4%
lower), with a greater gap displayed in FSA Writing (avg.
10%). Differences in Aboriginal vs. Non-Aboriginal students
have been inconclusive, as have differences between ESL
students vs. the group average.
According to
the school’s own year-end assessment, using the
summative performance statements for each grade, results
varied from a low of 83% meeting or exceeding expectations
in language arts to a high of 98%. The school wide-write
assessment in the fall of 2007 indicated that 45 % of the
school population (Grs. 1-5) fully met or exceeded grade
level standards.
5.3
Objectives:
Students will:
• demonstrate increases in reading fluency and
comprehension in all genres of fiction and non-fiction
• demonstrate increased writing ability, according to
the BC Performance Standards.
5.4
Performance Indicators:
Cohort groups
in the primary grades have exhibited very similar
performance over the last 4 years, and therefore we can
safely set grade-specific targets that meet the needs of
both the cohort groups and the year over year conditions in
the school.
District
Reading Assessment:
Gr. 1 %
mtg./exceeding
2009 Target, all students - 65%
2009 Target, boys - 55%
2009 Target, ESL - 55%
Gr. 2 % mtg./exceeding
2009 Target, all students - 80%
2009 Target, boys - 75%
2009 Target, ESL - 65%
Gr. 3 % mtg./exceeding
2009 Target, all students - 80%
2009 Target, boys - 75%
2009 Target, ESL - 65%
On a long-term basis, we would expect the above percentages
to increase slightly, particularly if we are successful in
increasing the performance of certain key sub-groups (boys,
ESL students).
District
Writing Assessment:
Gr. 3 %
mtg./exceeding
2009 Target, all students - 55%
2009 Target, boys - 40%
2009 Target, ESL - 30%
Provincial
FSA:
Gr. 4 % Reading
Comprehension mtg./exceeding
2009 Target, all Gr. 4’s - 75%
2009 Target, boys - 70%
2009 Target, ESL - 60%
Gr. 4 % Writing mtg./exceeding
2009 Target, all Gr. 4’s - 90%
2009 Target, boys - 85%
2009 Target, ESL - 80%
School
Assessments:
Wide Write, %
meeting/exceeding
2009 Target, all students - 55%
Long-Term Target - 60%
Year-End Summative Report, Language Arts
2009 Target, Primary students, % meeting/exceeding - 90%
2009 Target, Intermediate students, % C+ or higher - 80%
5.5
Actions:
Structures
• LA
Teaching Assistant will be acquired to target and work with
lower achieving students, particularly primary students.
• Money
will be set aside for the acquisition of new resources to
support guided reading for all students.
• The school will explore ways to re-organize the
delivery of remedial services to students (Learning
Assistance and ESL) so that it causes the least
interruption of regular classroom practice and provides
flexibility.
• The school will investigate rescheduling
prep/release time in order to provide teachers time for
collaborative grade group planning
• Each
student in grades 1-3 will participate in guided reading
lessons for a minimum of twice per week, and a minimum of
three times per week for students in the lowest 20%.
• Each student will participate in independent silent
reading for at least 15 minutes each day.
• Each student will participate in writing activities
as outlined by the district’s Developing Writing
Program.
• L.S.T. teacher and Aide will provide literacy
support for bottom 20% of Gr. 1 to 5 (guided reading,
writing, letter-sound recognition, sight words)
• Full-Day Kindergarten classes that support the
at-risk ESL and FN students’ early language
development, using programs like Talking Tables,
Headsprout, and Guided Reading.
Strategies
• Teachers
will ensure that students participate in Successmaker
sessions
• Teachers will provide guided reading lessons for
students in Grades 1-3 for a minimum of twice per week
• Teachers will utilize lessons from the Developing
Writer binder
• Teachers will use lessons in reading from the
Reading 44 resource
• Teachers will use the BC Performance Standards to
inform and assess student writing
• The teachers will hold a school-wide write once per
term (October, Feb., May)
• Teachers will teach non-fiction reading strategies
• Teachers will attend workshops based on the literacy
goal
• Teachers will make use of the Accelerated Reader
program as a motivational tool for reading and to monitor
students’ reading progress
• Teachers will make use of the Home Reading program
as a motivational tool for reading and to encourage
home-school cooperation
• Each term, staff will present certificates to those
students who met their AR goals
• Teachers will incorporate Adrienne Gear’s
Reading Power strategies to improve reading comprehension
• Teachers will utilize grade-group collaborative time
to clarify essential outcomes, create formative
assessments, alter instructional practices, and monitor
student progress , particularly in regards to language arts
instruction and the performance of male and ESL students
5.6
Results – Progress towards
Targets:
District
Reading Assessment:
Gr. 1 % fully mtg/exceeding
2004 - 63%
2005 - 56%
2006 - 65%
2007 - 49%
Gr. 2 % fully
mtg/exceeding
2004 - 89%
2005 - 77%
2006 - 83%
2007 - 85%
Gr. 3 % fully mtg/exceeding
2004 - 87%
2005 - 80%
2006 - 74%
2007 - 69%
District
Writing Assessment:
Gr. 3 % fully
mtg./exceeding
2004 - 46%
2005 - 43%
2006 - 54%
2007 - 41%
Provincial
FSA:
Gr. 4 % Reading
Comprehension mtg/exceeding
2002 - 76%
2003 - 75%
2004 - 77%
2005 - 80%
2006 - 65%
2007 - 70%
Gr. 4 % Writing mtg./exceeding
2002 - 90%
2003 - 94%
2004 - 94%
2005 - 96%
2006 - 86%
2007 - 94%
School
Assessments:
School-Wide
Write, % fully mtg/exceeding
2007, all students (Grs. 1-5) - 45%
Year-End Summative Report, Language Arts, %
meeting/exceeding
2007, Gr. 1 students - 83%
2007, Gr. 2 students - 89%
2007, Gr. 3 students - 96%
Year-End Summative Report, Language Arts, % C+ or higher
2007, Gr. 4 students - 79%
2007, Gr. 5 students - 75%
