Reading and Writing Vocabulary (Ms. Thorburne, Ms. Smith, Ms. Breckon, Ms. Lanigan, Ms. Levy-Peverelle, Ms. Johnston, Ms. Moule, Ms. Strum, Ms. Woodland and Ms. Keith)
Research has proven that reading and writing are essential skills for student success. This research is so strong that the EECD has implementing a new literacy strategy that includes very specific outcomes for student learning.
One of these outcomes is that students will read and write high frequency (No Excuse) words independently and quickly. Knowing this is important, the Grades primary, one, two and three teachers conducted assessments to see how their students were doing with building high frequency words. Based on the results, the team decided to set a goal to work in this area.
The goal was to
Research, explore and implement best practices in teaching a writing vocabulary, so that students use No Excuse words independently in writing.
From their work this year, the team increased their understanding of best practices in teaching a writing vocabulary and led 94% of the students to meeting the expectation of writing grade level words quickly.
Upon completion of this goal, the team went on to explore the speed of reading words and reading text. A goal was developed for this area and 95% of the students met this goal.
French Conversations (Mr. Fraser)
This year French teachers met at Bridgewater Elementary School. They identified conversational language as an area of growth and developed the following goal as a focal point:
Students will improve their ability to have authentic conversations about themselves with a focus on using full sentences. This would include being able to greet others, introduce themselves, and request and give information.
The team co created a self-assessment to further identify students needs and developed a plan to change instructional approaches that target this need. The measured result was that students went from only “sometimes” and “often” being able to ask questions about themselves to the majority expressing that they can “almost always” and with “little assistance”.
Reading Strategies (Ms. Dennis, Ms. Lovett, Ms. Griffith, Mr. Johnston)
Using data from recent provincial assessments, the team determined that a necessary focus existed from an examination of the data. They determined that a worthwhile goal was:
Students will develop strategies that are necessary to select relevant information from text to determine main idea.
The group created a common assessment to determine if students were proficient or not using a four point scale; limited, developing, good and thorough. Using this common criteria they administered a pre assessment to determine current levels. Then, through collaborative exploration as a team, the group developed and implemented new and proven strategies to teach and assess the growth of reading comprehension.
In all cases there was a decline in all students achieving limited and basic levels that translated into increase for levels of good and thorough. The chart below is a summary of results for student growth.
|Pre Assessment||Post Assessment|
Student IPPs (Ms. Willman, Ms. Pearl, Mr. Cummings, Ms. Spencer)
During the previous school year the EECD conducted a review of student IPPs (Individualized Program Plans). From the data source for our board the team decided to set a goal that built upon the findings of this review. From this data the team decided to work on the following as a goal:
Increase the occurrence of SMART goals appearing on studens’ IPPs that are also linked to student’s strengths, challenges, interests and background information.
From their work this year, the team increased their understanding of the creation and implementation of SMART goals occurring on IPPs by 50.2%. Students’ IPPs indicated and increase of sufficient evidence of background information (42% increase), strengths (57% increase), and challenges (52% increase).