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All Hallows Elementary

34 North River Road


P. O. Box 520
Clarkes Beach, NL
A0A 1G0

Annual School Development Report 2013-14

. . . a great learning
place!
Love Hope - Justice
Mission Statement
The All Hallows School Community strives to meet the learning and
achievement needs of each student, while providing a safe and caring
environment; one also supporting a healthy and active lifestyle.

Annual School Development Report

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Annual School Development Report

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Principals Message
All Hallows Annual School Report for the 2013/14 school year is once again a great
reflection of the wonderful things that happen within our school community. All
stakeholders, including students, parents, staff, and community members have a
tremendous amount of support and pride in our school. Our qualified, professional,
collaborative and committed staff offers a wide range of instructional strategies to fit all
levels of ability and interest, resulting in quality levels of student achievement each year.
Our teachers stay on top of the new district initiatives as it pertains to 21st Century
Learning, Differentiated Instruction, Inclusion, Technology, especially as they pertain to
the Literacy and Numeracy focus of the Newfoundland and Labrador English School
District. They are always availing of professional development opportunities to further
enhance their classroom teaching styles and strategies. As well, All Hallows Elementary
offers a co-curricular program, including both the fine arts and athletics, where students
are given opportunities in a safe and caring environment, to participate in socially just,
healthy and active events.
The extensive community support, through our parents, guardians, grandparents, other
relatives, friends and especially the financial support from the local businesses are what
make All Hallows Elementary one of the best Primary/Elementary schools in the
province. The many partnerships developed and events organized by these groups of
people will be highlighted throughout this report.
As we move forward with our school development plan, focus continues to be on our
academic achievements, healthy and active living within a safe and caring environment,
we continue to revisit and rewrite our plan, aligning our goals with that of the
Newfoundland and Labrador English School District.
Please read the following report, celebrating our many achievements and successes while
also planning to support us as we meet new challenges and continue to improve upon the
great learning environment at All Hallows Elementary.

Sincerely,
Edward Russell
Principal (Acting)

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School Council Message


Unfortunately, the 2013-14 school year was a difficult year with regards to holding
official meetings. Each month the School Council Chair called for a meeting but not once
was there a quorum to consider it an official meeting. Many informal discussions took
place and the members who were present and involved provided assistance throughout
the year with the various activities and events.
Due to the tremendous amount of fundraising efforts during the 2012-13 year for the new
playground it was decided to do very limited fundraising during the 2013-14 school year.
The main goal of School Council last year was to hold an official meeting to discuss term
lengths of current members and look at holding an official election. Unfortunately this
never happened, but has since happened during the 2014-15 school year. There has been
a new slate of school council members, including parent, community, teacher and
administrative representatives. With 12 new and enthusiastic members in total the council
has quickly got involved in several initiatives so far this year including, Christmas Dinner
for all students and staff, while also planning several fundraising initiatives for the
remainder of the school year.
The school council certainly looks forward to rejuvenating their involvement in the All
Hallows School Community. The current school council would like to extend sincere
thanks and appreciation to the many long term members of the former All Hallows
School Council for their years of dedication, service and support of the students and staff
at All Hallows Elementary.

Sincerely,
Eddie Russell
Former Parent Rep.
Current Acting Principal

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Our School Community


All Hallows Elementary is located in North River one of a collection of communities in
the area of Conception Bay North. The children served by the school come from the
communities of North River, Clarkes Beach, South River, Makinsons, Roaches Line,
Cupids, Brigus, Georgetown, and Marysvale.
A Kindergarten to Grade Six school, All Hallows has four classes of Kindergarten and
three classes at each of the Grades One to Six. Students do complete the Intensive Core
French (ICF) Program in Grade 6. The school has a student population of approximately
400, a FTE allocation of 29 and receives itinerant services for Speech Language,
Educational Psychology, Visual Impairment, and Deaf Hard of Hearing. We have 19
hours of Student Assistant support per day and three support (clerical and janitorial) staff.
Key Highlights/Special Projects
All special initiatives and projects at All Hallows Elementary are directly connected to
the provincial curriculum and to helping us attain our mission of meeting the learning
and achievement needs of each student in a safe, caring, healthy, and socially just
learning environment. This sense of purpose is central to our work and guides all
decision-making processes.
Using our mission statement and the provincial curriculum as sign posts, we have
established:

Star Student PBS programs code of conduct, behavioral matrix, incident


reporting forms, Stand Up To Bullying Day
DARE Program for Grade 6
Little Green Thumbs Project for Grade 2
Charities and donations - All Hallows Elementary Caring Fund, and The Terry
Fox Foundation, Samaritan Purse, Food Bank Drives
School-wide activities Welcome Back, Harvest Celebration, Veterans Week
Assembly and Poppy Project, Easter Assembly, Wish Upon A Star, Elementary
Spelling Bee
Breakfast Program coordinated by the school staff and operated with the
assistance of more than 30 community-based volunteers. We partner with Kids
Eat Smart and Breakfast Clubs of Canada, local churches, and community groups
LOL, Lions International, Masonic, Fire Brigades. Students also participated in
a Walk to Breakfast to help raise funds towards program.
Curriculum related learning trips for each grade twice a year once in the fall and
once in the spring.
Presentations by Fire Safety Services, Newfoundland and Labrador.

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The Corporal Jamie Brendan Murphy Community Park is a regional partnership


among people, places, and organizations. Construction began on June 8, 2013
with funds raised in our community and with the support of Let Them Be Kids.
Development continues on this regional facility that will include play and fitness
equipment, nature trails, learning gardens, reflective and memorial walks, and an
outdoor classroom.
Healthy-Active Living programs active living kits for each classroom, daily
outdoor seasonal activities (running, skipping, snowshoeing, sliding, skiing),
Skating for all students on a monthly basis.
Lunchtime Intramural Program for Elementary students
Nutrition and healthy eating strict application of Canadas Food Guide and the
guidelines provided by the Government of Newfoundland and Labrador.
Learning Fair, Heritage, and Community projects the annual Learning Fair is
huge as well as work with Grandparents and other special groups in our
community.
Music & Musicals During the 2013-14 school year students had the opportunity
to participate in one of the four Christmas musicals and the elementary students
staged two evenings of a Spring Musical. We have regular choir periods each sixday cycle and the music teacher offer beginner and advance fiddle groups as well
as primary and elementary choirs.
Choirs and fiddlers performed at school functions, in the local Kiwanis Music
Festival and our Elementary Choir the St. Johns Rotary Music Festival. Our
choirs and fiddlers also perform for various community events and visit and at
seniors homes on special occasions.
We received Arts Smarts and other Provincial Government Grants to support our
work in The Arts and the visiting artists.
Kevin Major visited with and read to our Grade 3 classes just before Christmas
from his book House of the Wooden Santas.
Christmas Dinner is cooked and served by the school council and parent
volunteers during the last week before break.
Breakfast Program and parent volunteers also cook and serve pancakes on Shrove
Tuesday

Partnerships
Kids Eat Smart Foundation and Breakfast Clubs of Canada
Matching Funds to run Breakfast Program
Fruit and Veggie Grants
Apple a Day event

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E & E Drive-In
Donates Bread each week for the Breakfast Program
Investors Group Mr. Edmund Dawson
Donated Ice Cap Hockey Tickets on several occasions to be used as school fund
raisers
Royal Canadian Mounted Police Constable John Clarke
DARE Program for Grade 6 students
All Hallows School Council
Involved in coordination and implementation of many events, activities and
fundraisers at the school
Terry Fox Foundation
Annual Terry Fox fundraising campaign
Government of Newfoundland and Labrador
Arts and Technology Grants
MMSB (Recyling Matching Grants)

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Summary Report on the Schools 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 = 50
2010/11

2011/12

2012/13

2013/14

School Region Province School Region Province School Region Province School Region Province
80.0

67.4

64.6

57.7

60.2

60.2

74.1

60.2

59.3

74%

54.6

52.7

What do these results tell us?

Grade 1 All Hallows students performed significantly higher that students in the region and province
They stayed on par with the 2012/13 results while the region and provincial rates dropped significantly
Confirms that strategies being used to increase student reading levels are very successful and will continue to be implemented

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


Grade 2 Enrolment = 57

2010/11

2011/12

2012/13

2013/14

School Region Province School Region Province School Region Province School Region Province
83.9

74.8

73.8

71.2

68.1

66.9

57.9

66.9

65.5

57.9

58.6

58.3

What do these results tell us?

Grade 2 students at All Hallows Elementary scored the same results as the previous years Grade 2s
This was less than full percentage point below the Region and Provincial result
This was a very positive result considering the previous year we were 9 percentage points below the region and province
The current years school development plan will address the gaps and look to improve upon the results.

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Provincial Assessment data by strand for grades 3 and 6


Grade 3 English Language Arts
Grade 3 Enrolment = 55
2010/11

2011/12

2012/13

2013/14

School Region Province School Region Province School Region Province School Region Province
Multiple Choice
Reading

76.4

79.8

79.7

Listening

85.6

87.9

87.9

66.2

67.8

67.5

71.9

73.0

72.7

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

51.8

73.2

72.0

79.0

81.5

81.7

48.8

65.3

64.4

Poetic

75.0

79.0

77.8

40.7

48.8

47.9

50.9

66.9

65.2

Informational

43.8

53.1

52.8

62.0

64.3

64.4

76.4

80.3

80.1

Listening

58.0

69.5

68.9

What do these results tell us?

There was no provincial assessment for the Grade 3 English Language Arts during the 2103/14 school year

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Grade 3 Mathematics
Grade 3 Enrolment = 55
2010/11

2011/12

2012/13

School

Region

Province

School

Region

Province

66.5

77.5

78.2

75.3

78.5

69.9

74.2

74.6

68.7

72.8

School Region Province

2013/14
School

Region

Province

78.3

68.9

71.7

72.9

72.5

52.0

64.3

65.5

68.6

73.9

74.8

64.4

73.7

75.9

32.0

53.5

55.4

49.0

61.9

64.5

72.7

82.2

83.8

Multiple Choice
Number
Concepts
Number
Operations
Shape and
Space

Constructed Response: Percentage of students achieving at grade level or above


Number
Concepts
Number
Operations
Shape &
Space
Mental Math
Problem
Solving

67.3

77.3

77.1

75.9

83.5

82.6

33.3

54.2

56.4

Reasoning

60.0

58.8

61.1

64.8

72.9

72.2

25.5

31.9

34.4

58.2

58.7

60.5

68.5

74.4

73.4

25.5

31.9

34.4

Communication

What do these results tell us?


These results show a very significant decrease in percentages across all areas of the Mathematics assessment from the
2011/2012 school results.
The results are also significantly lower in comparison to the region and provincial results

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As a school we are developing a plan to help improve student achievement and performance across the various areas of
mathematics.

Grade 6 English Language Arts


Grade 6 Enrolment = 55
2010/11

2011/12

2012/13

2013/14

School Region Province School Region Province School Region Province School Region Province
Multiple Choice
Reading

73.5

80.3

79.5

Listening

64.7

68.2

67.0

70.7

71.6

71.1

77.1

79.0

78.5

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

63.3

75.4

74.7

69.1

74.8

74.9

61.9

78.9

76.5

Poetic

58.2

67.9

66.2

53.7

49.9

50.4

68.0

83.6

82.1

Informational

38.2

59.8

58.7

46.2

57.3

58.6

82.7

83.9

83.6

Listening

43.1

54.4

51.8

What do these results tell us?


There was no provincial assessment for the Grade 6 English Language Arts during the 2103/14 school year

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Grade 6 Mathematics
Grade 6 Enrolment = 55
2010/11

2011/12

2012/13

School

Region

Province

School

Region

Province

69.6

74.6

74.9

61.6

67.1

62.1

66.6

67.4

63.7

62.0

School Region Province

2013/14
School

Region

Province

67.2

54.1

57.3

58.0

62.4

54.9

63.3

64.1

42.9

53.8

54.6

58.1

68.7

69.7

61.1

60.0

61.6

58.0

66.1

66.4

47.2

49.7

52.7

49.1

60.4

61.5

65.4

76.2

76.7

Multiple Choice
Number
Concepts
Number
Operations
Patterns &
Relations
Shape&
Space

Constructed Response: Percentage of students achieving at grade level or above


Number
Concepts
Number
Operations
Patterns &
Relations
Shape &
Space
Mental Math
Problem
Solving
Reasoning
Communication

58.2

67.9

68.1

78.9

65.7

65.6

34.6

60.4

62.1

49.1

51.1

52.3

69.2

58.3

58.9

43.6

50.7

52.7

45.5

42.4

44.3

75.0

56.8

56.6

43.6

50.7

52.7

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What do these results tell us?

These results show a very significant decrease in percentages across all areas of the Mathematics assessment from the
2011/2012 school results.
In most areas the results are also significantly lower in comparison to the region and provincial results
As a school we are developing a plan to help improve student achievement and performance across the various areas of
mathematics.

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Report on School Development Plan for 2013-14


Goal 1. To meet the learning and achievement needs of each student
Objective 1.1: Primary Language Arts To increase the number of students
reading at or above grade level.
Evaluation 1.1: Internal and external data
indicate that the below strategies are
successful in increasing student
achievement reading levels. All strategies
were implemented and will continue to be
used in the future plan.
Strategies:
1.1 To build on letter and sound
identification in Kindergarten through
cluster grouping.
1.2 To work with Kindergarten students
who need extra time to achieve a specific
goal. (e.g. recognition of letters in name)
1.3 To build on reading strategies using
specific D.I. activities - Guided Reading,
Read Alouds, Shared Reading, DEAR,
and Think Alouds

Annual School Development Report

Objective 1.2: Primary Mathematics To


continue to improve student achievement
in mathematical reasoning.
Evaluation 1.2: Some internal data shows
positive results with the use of the below
strategies while the Grade 3 external data
showed a significant decrease for the
previous years results. Strategies 1.1, 1.2
and 1.3 were used consistently throughout
the primary grades and proved beneficial to
student achievement. Strategy 1.4 was not
implemented due to lack of meeting time
and will be revisited during the 2014-15
school year
Strategies:
1.1 To use think alouds to improve written
constructive responses and mathematical
reasoning
1.2 To model constructive responses to
improve mathematical reasoning.
1.3 To teach students self- reflective
practices when completing mathematical
tasks
1.4 Monthly Division Meetings to share
and collaborate on ways to address
mathematical reasoning and written
constructive responses.

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Objective 1.3: Elementary Language Arts


To improve student achievement in
reading comprehension.
Evaluation 1.3 There was no external
assessment data for the 2013-14 school
year but internal data suggests positive
growth in reading comprehension for
Elementary students. It was decided that
Strategies needed to be more specific and
measureable as in 1.3. Strategies 1.1 did
not happen because teachers were not
given time. Results in 1.2 were looked at
during a PD day but no further action was
formally developed other than what is
included in this plan. Activities in 1.3 were
developed in collaboration with Inclusion
Itinerant, but not necessarily specific to
reading comprehension.
Strategies:
1.1 Meet bi-weekly as a division
1.2 Analyze data from provincial
assessments to determine areas of strength
and need.
1.3 Develop specific DI activities to
address reading comprehension (e.g. choice
board).

Goal 1. To meet the learning and achievement needs of each student


Objective 1.4: Elementary Language Arts
To improve student achievement in
demand writing
Evaluation 1.4: Once again, there was no
external assessment data for the 2013-14 school
year but internal data also suggests moderate
growth in demand writing for Elementary students.
Writing for elementary students will be a focus for
the 2014-15 school year. Many of the below
strategies were not implemented because of the
lack of divisional meetings and therefore success
could not be attributed to them. In Grade Six
students worked a lot with rubrics. They discussed
and analyzed sample writing of adequate, limited,
and strong papers. With teacher guidance, students
developed rubrics using them to assess their own
papers and improve on their writing. There was
some evidence of improvement but it needs to be
an ongoing and regular part of writing from
Primary through to Elementary. A clearer and
more detailed focus will be needed for the 2014-15
plan.
Strategies: Provide students with success criteria
for writing genres

Objective 1.5: Elementary Mathematics


To continue to improve student
achievement in problem solving
Evaluation 1.5: Strategy 1.1 of developing
a Math Day was not achieved. One Grade 6
teacher developed a tiered lesson related to
problem solving in collaboration with a
teacher from another school during the
regional shutdown and shared with
colleagues but due to lack of divisional
meetings DI activities were not developed
within the divisional level.
Strategies: Develop and use DI strategies
to address problem solving
1.1 Organize a Math day that highlights
concepts/skills such as estimating,
fractions, etc.
1.2 Develop specific DI activities to
address problem solving (e.g. tiered
lesson).

1.1 Meet bi-weekly as a division


1.2 Develop success criteria for specific genres
during divisional meetings
1.3 Compile a selection of visual prompts and
persuasive writing prompts
1.4 Meet as a division to score student writing
collaboratively using the scoring guide.

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Goal 2. To maintain a plan for a safe, caring, and socially just school.
Objective 2.1: To maintain and enhance
our Positive Behavior Supports Program.

Evaluation 2.1 All of the below strategies


were implemented throughout the previous
school year and proved very successful for
the students of All Hallows Elementary.
There were reduced incidences of
inappropriate behavior, increased
empathetic actions by students and staff
and more leadership opportunities provided
and taken advantage of by students, parents
and staff. Although behavioral matrices
were developed they still need to be printed
and posted around school and
communicated to students and parents.
Strategies:
2.1.1 Redevelop the behavioral
expectations matrix.
2.1.2 Maintain the STAR student program.
2.1.3 Explore programs and services to
address aspects of empathetic listening and
having students concerns addressed.
2.1.4 Increased evidence of student, parent,
and teacher involvement in aspects of
leadership.

Annual School Development Report

Objective 2.2: To maintain and enhance


our abilities to support others at the
school, community, provincial, national,
and international levels.
Evaluation 2.2 Strategies 1.1 and 1.2
were accomplished and very successful.
The development of the caring fund not
only gave students the ability to help
others in need but also provided them
opportunities to take on leadership roles
in the development and implementation
of events to raise funds and decide where
the funds would go to help others in need.
Strategies 1.3 and 1.4 did not happen
during the 2013-14 school year.
Strategies:
2.2.1 Explore ways of increasing our
abilities to support the lives of others both
within and outside our catchment area.
2.2.2 Establish and administer a Caring
Fund.
2.2.3 Continue our efforts to support
global awareness and responsibility
through our Inside Africa project.
2.2.4 To offer opportunities for
participation in activities related to Earth
Hour, Earth Day, and Oceans Day.

Objective 2.3: To continue to explore


aspects of inclusive learning environments
that would enhance our learning
environment.
Evaluation 2.3 All Hallows Elementary
prides itself on being a very inclusive
school. From the physical features of the
building, to the students attitudes and
behaviors, to the teaching strategies of
staff, the All Hallows community works
very hard to make sure the needs of all our
learners are met in our safe, caring and
socially just school. Collaboration with
each other and with the Inclusion Itinerant
has proved very positive in the
development of DI strategies and lessons
that are used regularly by all teachers.
Strategies:
2.3.1 Increased learning opportunities for
staff on aspects of inclusive learning
environments.
2.3.2 Collaborative opportunities between
and among staff on aspects of inclusion that
can support achievement for all students.
2.2.3 To offer opportunities for learning
related on inclusion and differentiated
instruction.

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Goal 3. To maintain a plan for active and healthy living.


Objective 3.1: To maintain the
implementation of our healthy and active
living program.
Evaluation 3.1: All Hallows School, its
staff and student are committed to the
belief in healthy and active lifestyles.
Opportunities for participation are
available through lunchtime playground
play, intramural programs, extra-curricular
activities such as soccer, floor hockey and
cross country running in conjunction with
regular physical education classes. These
provide our students necessary knowledge
and understanding of the benefits of a
healthy and active lifestyle

Annual School Development Report

Objective 3.2: To explore ways of


increasing opportunities for students to
participate in regular physical education
classes.
Evaluation 3.2: The amount physical
education classes are maxed out at two 40
minute periods per six day cycle for each
class. The only classes not receiving this are
the kindergarten classes. A solution to
increase their time or provide some extra
classes is being considered for 2014-15

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Objective 3.3: To continue to work with


food service providers on aspects of
nutrition and support for our healthy and
active living.
Evaluation 3.3: All Hallows School, its
staff, students, parents and food service
provider all work within the
recommended nutritional guidelines that
are laid out in Government and District
policies. There is regular dialogue with
the food service provider on menu items,
nutritional offerings, portion size and
cost. As well, communication occurs with
parents around acceptable special event
practices as it relates to food items.

School Development Plan 2014-2015


Goal 1: To improve student learning and achievement in Language Arts and Mathematics..
Objective 1.1: Primary Language Arts To increase the number of students
reading at or above grade level.

Objective 1.2: To improve students


ability to write on demand.

Objective 1.3: To continue to improve


student achievement in mathematical
reasoning.

Strategies:
1.1.1 To implement the K-6 Language Arts
Assessment Framework
1.1.2 Use a variety of grouping practices designed
to improve reading achievement such as Cluster
Grouping, Guided Reading, Daily Five, LRT
Support
1.1.3 To model reading strategies daily - Guided
Reading, Shared Reading, Buddy Reading,
Conferencing and using lessons from teaching
resources such as Literacy Place and Nelson
Literacy (K-2).
1.1.4 Develop mini-lessons based on the K-6
Assessment Framework to explicitly teach reading
strategies to improve identified areas of need.
1.1.5 To complete a student assessment portfolio
for each student as described in the K-6
Assessment Framework.

Strategies:
1.2.1 Provide meaningful oral language activities in
the classroom. For example, puppet plays,
modeling, show and tell, songs and lyrics,
presentations on special object, speeches and
debates
1.2.2 To score an oral language activity each term,
using an oral language checklist in accordance with
the ELA Assessment Framework.
1.2.3 To engage students in the writing process
using Cluster Grouping, Writers Workshop, Daily
5, Nelson Writing Activities (Kindergarten),
Literacy Place Activities (Gr. 1-3) and Student Self
Assessment
1.2.4 To provide opportunities for students to
practice writing skills through the use of a variety of
text forms such as story writing, journals,
newspaper articles, poems, plays, want adds /
commercials, cards, use of technology, letters - pen
pals and post cards
1.2.5 To score a Demand Writing piece each term
using a visual grade level rubric in accordance with
the ELA Assessment Framework.

Strategies:
1.3.1 To model a think aloud procedure that will
allow students to develop written constructive
responses and mathematical reasoning.
1.3.2 To model constructive responses (using
pictures, numbers and words) to improve
mathematical reasoning.
1.3.3 To teach students self- reflective practices
when completing mathematical tasks to ensure the
answer is reasonable.
1.3.4 Monthly Division Meetings to share and
collaborate on ways to address mathematical
reasoning and written constructive responses.

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Indicators of Success: An increased number of


students will be reading at or above grade level at
the end of each school year.
1.1.1 K-6 Language Arts Assessment Framework
implemented
1.1.2 Regular use of the above grouping practices
1.1.3 Use of daily reading strategies
1.1.4 Development of mini-lessons
1.1.5 Completion of student assessment portfolio

Indicators of Success: An increased number of


students will be reading at or above grade level at
the end of each school year.
1.2.1 Meaningful oral language activities as listed
above provided in the classroom.
1.2.2 An oral language activity completed and
scored each term, using an oral language checklist
1.2.3 Engage students in the writing process using
the above listed strategies
1.2.4 Use of a variety of text forms from above list
to provide opportunities for students to practice
writing skills.
1.2.5 Score a Demand Writing piece each term
using a visual grade level rubric in accordance with
the ELA Assessment Framework.

Indicators of Success: Higher percentage of


students performing at or above provincial
benchmarks and an Increase in number of students
scoring at levels 4 or 5 on mathematical reasoning.
1.3.1 A think aloud procedure developed and
modeled that will allow students to develop
written constructive responses and mathematical
reasoning.
1.3.2 Constructive responses using pictures,
numbers and words developed and modeled to
help improve mathematical reasoning.
1.3.3 Students using self- reflective practices when
completing mathematical tasks to ensure their
answer is reasonable
1.3.4 Monthly Division Meetings held to share and
collaborate on ways to address mathematical
reasoning and written constructive responses.

Goal 1: To improve student learning and achievement in Language Arts and Mathematics.
Objective 1.4: Implement the K-6
Assessment Framework and a Language
Arts Assessment Portfolio to monitor
student progress in K-6

Objective 1.5: Through the use of rubrics,


implement practices to support improved
student achievement in demand writing.

Objective 1.6: Develop and use


instructional strategies to address specific
areas of need in relation to Math
processes and content.

Strategies:
1.1.1 Professional learning opportunities to support
benchmark assessment resource (program
specialist, primary teacher on staff, IRT)
1.1.2 Divisional meetings to discuss specific
procedures re organization of implementation of
assessment portfolio (e.g. running records)
1.1.3 Become familiar with the assessment
framework (e.g. view PowerPoint)

Strategies:
1.2.1 Print copy of provincial rubrics for all
elementary teachers
1.2.2 Use exemplars as models of student writing at
various levels.
1.2.3 Display visual models of rubrics (various
levels) in classroom.
1.2.4 Use rubrics in all subject areas
1.2.5 Share rubrics among different grade levels
1.2.6 Use mini-lessons to explicitly teach strategies
to improve identified areas of need.

Strategies:
1.3.1 Expose students to plenty of opportunities to
complete multiple choice items on assessments.
1.3.2 Explicitly teach students how to go about
answering multiple choice items.
1.3.3Revisit concepts previously taught.
a. Use previously learned concepts as daily warmup.
b. Use previously learned concepts as bonus
questions
1.3.4 Develop a tiered lesson per term to address
problem solving and/or reasoning.

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Page 20

Indicators of Success:
1.1.1 Teachers attend PD opportunities on the BAS
1 & 2 Kits and Language Arts Assessment
Portfolios.
1.1.2 Divisional meeting occur
1.1.3 All students will have an assessment portfolio
that will portray their development in Language
Arts
1.1.3 Students will demonstrate increased levels of
performance on both internal and external
assessment measures.

Indicators of Success:

Indicators of Success:.

1.2.1 All elementary teachers receive copies of


provincial rubrics
1.2.2 Students writing used as exemplars
1.2.3 Rubric models displayed in classrooms
1.2.4 Use of rubrics in all subject areas
1.2.5 Rubrics shared among various grade levels
1.2.6 Mini-lessons used to teach strategies to help
improve identified areas of need

1.3.1 & 1.3.2 Students given strategies to answer


and opportunities to complete multiple choice
questions to better prepare for future provincial
assessments
1.3.3a&b Previously learned concepts used as
daily warm-up activity and bonus questions
1.3.4 Tiered lesson plan developed to address
problem solving and/or oral reasoning.

Goal 1. Support Plan


Financial
1.1 Financial support to purchase one BAS 1 & 2 Assessment Kit per
classroom.
1.2 Instructional budget funds to support activities associated with oral
language and demand writing.
1.3 Instructional budget funds to support activities associated with
mathematical reasoning.

Annual School Development Report

Professional Development/Time Required


1.1 & 1.2 In servicing for teachers regarding the implementation of the K-6
Assessment Framework, portfolios and BAS 1 & 2 Assessment Kits.
1.3 Staff development and support from program personnel on the areas
identified.

Page 21

Goal 2: To promote a safe, caring and socially just school


Objective 2.1: Facilitate opportunities for
the perpetuation of positive school climate

Objective 2.2: Re-establish the STAR


Student Award program

Objective 2.3: Maintain student


involvement in safe and caring initiatives,

Strategies:

Strategies:

Strategies:

2.1.1 Continue the promotion of The Bucket Fillosophy (ie. acts of kindness)
2.1.2 Organize Easter Seals I Can Too
presentation school wide.
2.1.3 Explore installation of Our STARS in the
Galaxy wall mural.

2.2.1 STAR Student assembly to kick off new year


2.2.2 Continue to acknowledge STAR student
winners with weekly certificates and PA
announcements
2.2.3 Continue prize draws from STAR student
winners
2.2.4 Explore the distribution of STAR rubber
bracelets as incentive and promotion
2.2.5 Post, in large format, the Behavioral
Matrix/Code of Conduct throughout the school
Indicators of Success:
2.2.1 Star Student kick off Assembly held
2.2.2 Weekly Star students acknowledged
2.2.3 Prize draws for Star Student winners
2.2.4 Star rubber bracelets used as incentives and
promotions
2.2.5 Behavioral Matrices posted around the school

Indicators of Success:
2.1.1Act of kindness continue and increase school
wide
2.1.2 Easter Seals Presentation held in school
2.1.3 Installation of Our STARS in the Galaxy
wall mural

2.3.1 Student council leadership roles in Stand Up


to Bullying campaign.
2.3.2 Wear Pink school wide on Stand up to
Bullying Day
2.3.3 Set up DARE Program for Grade 6 students
2.3.4 Participate in the Jamarama initiative to
support children at the Janeway who have to wear
their pajamas all day.
Indicators of Success:
2.3.1 Student council members visit classroom to
talk with classes about bullying on Stand up to
Bullying Day
2.3.2 School Wide Wear Pink Day happens
2.3.3 Grade 6 students participate in RCMP lead
DARE program
2.3.4 Jamarama Day held in support of Janeway

Goal 2. Support Plan


Financial
2.1 Funding for resources to complete wall mural as well as bringing in
Presenters
2.2 Funding for prizes for the STAR Student Awards and prizes and to
produce color copies of Behavioral Matrices to post around school.

Annual School Development Report

Professional Development/Time Required


N/A

Page 22

Objective 3.1: To provide a wide variety of active living opportunities


for all students.
Strategies:
3.1.1 All students participate in the Terry Fox Run/Walk for Cancer
research.
3.1.2 Offer Cross Country Running Club three afternoons a week for
students to participate in.
3.1.3 All students participate in Healthy Commotions Day.
3.1.4 Offer skating sessions for both Primary and Elementary students at
least once a month and a Christmas Holiday skate.
3.1.5 Offer a lunchtime and afterschool Intramural Sports Program based on
participation and not competition. (Participation Nation Program of SSNL)
3.1.6 Offer opportunity for Elementary students to participate in a Ski Trip to
White Hills in Clarenville, NL.
3.1.7 All students participate in Winter Fun and Fit Day.
3.1.8 Offer one swimming session per each grade level throughout the year.
3.1.9 Students to participate in grade level yearend sports days.
Indicators of Success:
3.1.1 Fundraise and Participate in Terry Fox Run/Walk
3.1.2 High levels of participation in cross country running club.
3.1.3 Hold a Healthy Commotions
3.1.4 High levels of participation in primary and elementary skating sessions
3.1.5 High levels of participation in intramural program
3.1.6 High levels of participation in ski trip
3.1.7 Hold a Winter Fun and Fit Day
3.1.8 Hold a swimming session for each grade level
3.2.9 Hold year end sport days

Objective 3.2: To work with food service providers on aspects of nutrition


and support for our Healthy Eating initiatives.
Strategies:
3.2.1 Provide different options for portion sizes (ie. medium vs. large special).
3.2.2 Price reduction for healthy eating choices (salads) or increase portion size.
3.2.3 Increase the number of salad options (ie. fruit salad, garden salad)
3.2.4 Promote healthier choices by students through special days (ie. Fruity
Fridays)
3.2.5 Expand the Breakfast Program to 5 days a week.
3.2.6 Explore the Grab and Go option for the Breakfast Program on 4 of 5
days each week

Indicators of Success:
3.2.1 Changes in portion size
3.2.2 Price reductions for healthy choices
3.2.3 Increased healthy choices. ie. Salads
3.2.4 Hold several special food days
3.2.5 Breakfast program expands to 5 days per week.
3.2.6 Grab and Go option available for breakfast program

Goal 3. Support Plan


Financial
Both objectives in Goal 3 would need financial support for facility
rentals, bussing, small prizes and food for breakfast program.

Annual School Development Report

Professional Development/Time Required


N/A

Page 23

Operational Issues for 2014-15


Operational Issue

Intended Action

Renovate Upstairs Boys and Girls Washrooms.

Place request with District Maintenance Department

Renovate Downstairs Boys and Girls Washrooms

Place request with District Maintenance Department

Renovate Gymnasium Boys and Girls Change rooms

Place request with District Maintenance Department

Paint School Classrooms and Hallways

Place request with District Maintenance Department

Paint School Gymnasium

Place request with District Maintenance Department

Set-up of Wireless Network, POE Switches and get


classroom set of iPads into circulation.

Place request with District Tech Department

Appendix A Summary of School Fundraising Minimal fundraising occurred during the 2013-14 school year because of the large
amount of fundraising during the previous year when over $100,000 was raised to build the Corporal Jamie Murphy Memorial Play
Park.
School Photographs $500.00
NorCard $2000.00
Holiday Musicals $1000.00
Fishcake Sales - $1000.00
Recycling - $3000.00

Annual School Development Report

Page 24