Step 1
Step 2
Name of School Division
Name of School
Beautiful Plains
School Profile
(Complete the following using FTE as of Sept 30th.)
Number of Teachers
25.85 FTE
Hazel M. Kellington
Number of Students
385
Name of Principal
Allen Hanke
Grade Levels
Date (yyyy/mm/dd)
2014/06/27
K-5
What is your mission statement? 1) To provide a safe and welcoming environment where students will receive excellent instruction in prescribed and supplementary curriculum areas.
2) To encourage the children to explore and develop their talents, social skills and abilities in cooperation with parents and community.
Our practice will be guided by what is best for children.
Year Revised not sure
Previous Years’ Successes: Please comment on successes and progress towards meeting previous school plan outcomes (2013 -14). (Attach a data file with results if
convenient.)
Expected Outcomes
Results (status, data or anecdotal evidence). Feel free to attach file with results if needed.
1.
EAL students and parents will feel welcomed within the H.M.K. community.
2.
EAL students will increase English language proficiency.
3.
To improve school climate at Hazel M. Kellington School.
Changes are being made to the HMK Handbook as suggestions are made. It continues to be a very useful tool for explaining procedures to new parents. Many parents
expressed gratitude for the time taken to explain school procedures and to welcome them to our school community.
It was noted that Second Language resources currently in the library are not being used. It was decided not to purchase any new resources at this time.
School supply list in picture format is still being used for Grade 4 students. The Grade 5 teachers did not wish to have one made for their list.
Community parents were called on a few times to translate letters to parents. Google Translator is not an effective way to have letters translated.
Students continue to be assessed upon arrival and placed at appropriate grade level, with assessment results being shared with the classroom teachers. Positive
comments were received on the anecdotal format for reporting intake information.
Diversity Day activities were held several times throughout the year to promote awareness of the many cultures represented in our school. These activities were
highlighted in the newsletter and newspaper. Many positive comments were received from parents, students and community members regarding the success of these
activities.
An HMK YouTube channel was created for teachers to post videos to be shared with parents and relatives.
Teachers are doing an excellent job of giving new students speaking roles in Christmas plays and other productions.
A bulletin board in the staff room was dedicated to class pictures and names, with new students and names being posted for each class.
A bulletin board was created outside the EAL classroom with names and countries of all students who have come from other places.
Many Filipino parents attended Parent Council meetings.
Ms. McKinnon visited classrooms to teach friendship building strategies.
Additional resources were added to the Literacy Library to support guided reading instruction in the higher levels.
Pullout support groups were held throughout the year to assist teachers with reading, writing and language instruction. Students were included in resource groups within
the classrooms.
AIM language instruction took place for 30 minutes each morning to give students an opportunity to hear and practice common English phrases and vocabulary in a
sheltered, non-threatening manner.
Student assessment was ongoing throughout the year on an as-needed or teacher requested basis.
Resources were supplied to teachers as requested throughout the year. A filing cabinet with resources has been started so teachers can access resources for students not
at grade level.
Tracking sheets were sent home with each report card to keep parents up to date with the progression of language learning.
Teachers met to discuss the procedure of running records with EAL students. Results were shared with all teachers.
Subscription to RAZ Kids program to supplement reading instruction and Blue Star program.
16 of 18 classrooms visited by Counselor x 3 lessons to teach school-wide conflict resolution strategy.
18 of 18 classrooms visited by Counselor re Diversity
Hands-on school-wide activities x 4 half-days re Diversity
Friday Social Groups established to work on targeted social skills with small groups
New Psychologist to become Roots of Empathy Facilitator
Step 3
School Planning Report 2014-2015
Identification
School Planning Report 2014-2015
Page 1
Planning Process (2014-15)
Step 4
List or describe factors that influenced your priorities.
We will continue to work on overall climate within the school. With our “Community Building” and “EAL” committees collaborating on several initiatives last year, the thought was that we combine their efforts, as they are both working towards having
everyone feel comfortable within our school, and having them do the best that they possibly can.
Throughout last year we discussed on several occasions how important it is that we have some consistency in our grading scheme, especially in light of the new provincial report card. Our experience is that each teacher has their own interpretation as to
what each number on the grading scale represents, and that this has some variation from teacher to teacher. It appears that several divisions have either started working on this, or are struggling to get a firm handle on it. It also appears that at the time
being, Manitoba Education is leaving this up to individual divisions to sort out using curriculum guides that were written prior to the report card categories being created. With limited formal direction appearing to come on the part of Manitoba Eduction, our
staff feels it necessary to start this process, knowing it is going to take several years to work through all of the categories in every subject.
Describe the planning process and the involvement of students, staff, families and the community.
Who was involved?
Staff within the school; informal feedback from parents and community
How often did you meet?
Our staff generally meets formally twice per month. School planning is often on the agenda. Much of the work is done through committee meetings as needed.
What data was used?
Feedback from staff; EAL intake numbers.
Other highlights
School Priorities
Step 5
1. Inclusion
2.
3.
4.
5.
2014–2015 Plan
For examples, see the Planning in Education website at http://www.edu.gov.mb.ca/ks4/specedu/pie/index.html
Step 6
Expected Outcomes What specifically are you trying to
Data Collection By what means will you
improve for students learning? (Observable, measurable)
Indicators How will you know that learning is improving?
Strategies What actions will you take?
1.
Students using TADDA independently on playground
TADDA strategies taught to each student on conflict
resolution
Number of classroom sessions done by Mr.
Freeman and Ms. Woods
Cub of the Week-nominations for caring
Number of Pawsitive Cubs slips collected each
week
Number of sessions conducted
To continue to build an Inclusive school climate.
collect evidence of progress toward learning?
Students doing good deeds
Students using better social skills
Social Clubs specific students targeted and taught
social skills in a small group setting
EAL families understand things going on around the school
School Planning Report 2014-2015
Page 2
EAL intake meetings with parents and students HMK Essential info. Book changes made as
needed.....add use of organizers
Feedback from EAL families
Grade 2 students showing empathy towards others
Roots of Empathy implemented in 2-grade 2
classrooms fall 2014
Students showing PAX hands/behaviour in hallways
Number of discipline referrals for gr 2 students
PAX used in grades 1 and 2
Students using adapted resources in classrooms
PD on education in the Philippines Nov. 2014
Resources for classroom teachers in EAL room /
resource room
Number of classrooms utilizing EAL and
resource materials
Resources such as Reading A to Z and Science A to
Z used to adapt curriculum to include all students
I love to Read month, possible theme. .I love to learn
about others…cultures, uniqueness,
Purchasing/sharing simplified units in Science/ for
slower learners,LDD,EALetc.
Using donations by interested citizens to put in place
one or more buddy benches on H.M.K. playground.
Education for Sustainable Development (ESD)
Education for Sustainable Development (ESD)
Survey Background
Manitoba Education and Advanced Learning is encouraging all schools to have an ESD school plan by 2015. This could be accomplished by embedding ESD as one of the school priorities annually or as a separate ESD school plan. A resource to assist
with this is the Guide for Sustainable Schools in Manitoba <http://www.edu.gov.mb.ca/k12/esd/pdfs/sustainable_guide.pdf>
Manitoba Education and Advanced Learning also encourages a whole school system approach to ESD. This approach encourages sustainability principles being considered in all aspects of the division/school: local and global sustainable development
challenges are reflected in the curriculum across all subjects; buildings and school grounds are managed sustainably and provide a ‘sustainable learning space’; the school interacts with the community in which it is located. A resource to assist with this is
the Domain Framework for Whole System Approach to ESD http://www.edu.gov.mb.ca/k12/esd/pdfs/seda_domain_framework.pdf
In particular, a system approach covers the following 5 domains:
A. Governance: Includes strategic planning, asset management, policies and school improvement plans, financial support, monitoring and evaluation.
B. Curriculum, Teaching and Learning - Students acquire and demonstrate the knowledge, skills, attitudes and life practices that contribute to a sustainable future. ESD resources are provided for staff, pedagogy develops critical thinking,
active citizenship, systems and futures thinking, inquiry, active learning, problem–solving in a local and global context.
C. Capacity Building - System and school administrators demonstrate commitment and leadership in the implementation of ESD across the system. ESD professional development is provided for all staff. Human resources policies,
practices and development plans are aligned with sustainable development principles.
D. Facilities and Operations - Sustainable principles are applied to the design, construction and renewal of division buildings and all aspects of facility management, procurement, resource use and transportation. School outdoor spaces
are developed for outdoor learning.
E. Partnerships Opportunity to engage parents and the community in the practice of ESD principles and in addressing local sustainability issues through community projects and /or partnerships.
Our school has an ESD school plan in place?
Yes 
No 
1.
a.
2.
b. Our school has an ESD school plan in place that incorporates all aspects of the 5 domains listed above. Yes 
Our school has integrated elements of the 5 domains (outlined above) into our ESD school plan. Yes 
No 
School Planning Report 2014-2015
No 
Page 3
3.
4.
5.
6.
Our school has integrated the following ESD activities into our school plan: (list all that apply)
a.
Student social justice projects

b.
Environmental stewardship

c.
Sustainable changes to facilities and operations

d.
Connecting ESD to curricular outcomes

e.
Community partnerships for sustainability

f.
Other (please specify) 
Our school is: (list all that apply)

a.
Just beginning our work in ESD
b.
Has implemented ESD policies _______________________________________________
c.
Has a well integrated ESD/sustainable school plan and philosophy

d.
Reporting and communicating ESD initiatives

e.
Evaluating ESD progress

Our school would welcome support in: (list all that apply)
a.
PD for staff

b.
Developing an ESD school plan or including ESD into the existing school plan

c.
Curriculum and resource support

d.
Other (please specify) 
Comments and Suggestions
A School Planning Rubric and examples are available for schools to consider at www.edu.gov.mb.ca/k12/specedu/pie/index.html.
School Planning Report 2014-2015
Page 4
Direct inquiries about the School Planning
Report to:
Larry Budzinski
Phone: 204-572-5117
Email: <lbudzinski@gov.mb.ca>
School Planning Report 2014-2015
Submitting Completed School Planning Report
DUE DATE:
OCTOBER 31,
2014
Please submit completed School Planning Reports to your division office. Divisions please email the
reports to Doreen Rothery at <Doreen.Rothery@gov.mb.ca>. Phone 204-945-8867
Electronic Submissions are required.
Schools and Divisions wishing to participate in the school and division report database project are
asked to submit their plan using the link from our website.
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