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. . . 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.
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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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Sincerely,
Eddie Russell
Former Parent Rep.
Current Acting Principal
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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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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
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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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
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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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
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
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
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
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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.
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
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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
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
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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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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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.
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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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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
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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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:.
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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.
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
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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
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Intended Action
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
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