Carmi Elementary School
400 Carmi Avenue
Penticton, BC V2A 3G5
Principal: Sharon Sola DBSNJ!
dvct!
SCHOOL IMPROVEMENT PLAN (2014‐15) School and Community Context
Carmi Elementary School provides education to approximately 150 students in Kindergarten through
grade 5. As a school community, we value and pride ourselves on an inclusive approach to education,
where all students are welcomed and appreciated for the various strengths and talents that they bring. Our
school also houses a StrongStart Centre which serves as an excellent resource for parents and their
preschool aged children.
Carmi Elementary School has a longstanding and proud history within the community, and has been
serving the community for over 50 years. Parents and Staff share the following core values. At Carmi
Elementary School:
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We strive to ensure that individual students experience personal success
We value open and timely communication with parents
We value and encourages parental support and involvement at the school
We are dedicated to the preparation of caring and responsible learners
INQUIRY QUESTION(S)
INQUIRY REQUIRES SELF REFLECTION AND AN OPEN MINDEDNESS ABOUT WHICH SCHOOL STRATEGIES
AND PROCESSES ARE WORKING WELL, AND WHICH ARE NOT. INQUIRY IS CHARACTERIZED BY
PROFESSIONAL DIALOGUE AND BEGINS WITH EXPLORATION AND CURIOSITY ABOUT HOW TO IMPROVE.
FOR ANY QUESTIONS EXPLORED, THERE SHOULD BE A CLEAR AND COMPELLING RATIONALE.
If we identify specific students K – 5 who we are worried about, and we put specific strategies in place to
connect with those students, will students demonstrate an increased sense of belonging? And, will their
academic performance improve?
KEY FINDINGS
KEY FINDINGS IN AN INQUIRY ALLOW SCHOOLS TO ASSESS AND RE-ASSESS THEIR PROGRESS. THE
FINDINGS DETERMINE NEXT STEPS AND ARE BASED ON DATA COLLECTED THROUGHOUT THE PROCESS.
DATA IS IN THE FORM OF NUMBERS AND STORIES. DECIDING HOW SUCCESS WILL BE MEASURED IS
DONE AT THE BEGINNING OF THE INQUIRY.
BASELINE DATA IS COLLECTED AT THE BEGINNING AND
SUCCESS IS MEASURED AT KEY POINTS DURING THE INTERVENTION.
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With regards to Carmi’s focus on student wellness, we have collected the following data. This
information has led us to learn about a tool that will provide us with more purposeful information next
year.
JCSH Planner Results Healthy Eating Physical Activity Spring 2014 Emerging Emerging Spring 2015 Emerging Emerging REFLECTIONS AND NEXT STEPS
REFLECTIONS IN INQUIRY ALLOW STAFF TO GET A SENSE OF WHAT WORKED WITH THE
INTERVENTION AND WHAT SHOULD HAPPEN NEXT. THIS PROCESS ALLOWS STAFF TO
THINK ABOUT WHAT THEY LEARNED THROUGHOUT THE JOURNEY AND WHETHER THE
INTERVENTIONS MADE A DIFFERENCE TO LEARNERS. BY REFLECTING ON WHAT HAS
OCCURRED, THE STAFF ARE BETTER POSITIONED TO THOUGHTFULLY CONSIDER THE
NEXT STEPS.
Key Findings, Reflections and Next Steps:
This has been another very productive year for Carmi. Staff continue work collaboratively to implement
purposeful initiatives allowing us to focus on building connectedness at the school. We use school wide
approaches where they make sense and we involve parents in those processes.
Inherent in our approach is our belief that negative social behavior is reduced. We are completing one
inquiry as a whole school. We are embedding our work throughout all we do throughout the school. Our
focus weaves social responsibility throughout all subject areas, throughout our dealings with students,
parents and each other (staff). Our inquiry involves all staff and students. Intermediate students and
students who are in student leadership provide direct feedback that informs our actions.
We continue to believe that common language and school wide approaches yield the most promising
result when trying to change a culture. We discuss regularly as a staff, the challenging circumstances of
some of our students. We have taken a pro-active approach as a staff to look at ways that we can help
foster building connections - child to child; adult to adult; adult to student. Inherent in our approach is
our belief that negative social behavior is reduced because of the connectedness.
School District No. 67 (Okanagan-Skaha)
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ACTION PLANNING
ACTION PLANNING IS MOST SUCCESSFUL WHEN THE ACTIONS ARE WELL THOUGHT OUT AND DELIBERATELY
IMPLEMENTED. ACTIONS ARE BASED ON CURRENT ‘BEST PRACTICE’ AND SHOULD BE CONNECTED TO
CURRENT RESEARCH. IN AN INQUIRY MODEL, ACTIONS RELATE TO INTERVENTIONS OR CHANGES TO HOW WE
WORK. ACTIONS SHOULD CONSIDER THE NEEDS OF VULNERABLE LEARNERS.
Strategies and Structures
1)
We will develop strategies that we will use school wide for
consistency re:
Calling Students’ Attention
Line-ups
Moving throughout the school
Transitions
Carmi Lunch time Routines
Pacing
Student Health and Healthy Play
Lining up for Student Bus Stop
2)
We have purchased resources Zones of Regulation
3)
We are exploring the Healthy Food and Beverage guidelines as a
school
4)
Some teachers have chosen to participate in a Through a
Different Lens project
5)
Explore classroom management plans with Randy Jones and staff
6)
Explore available data regarding reading (Fluency, Decoding and
Comprehension) as a staff
7)
Communicate strategies with parents through newsletters and
assemblies
8)
Implement a One to One reading program
9)
Choose a consistent process for administering a school wide
write three times yearly (Fall and Spring)
10) Administer school wide reading assessments in all grades three
times per year
11) Implement and use a system for tracking and storing school wide
reading and writing results.
12) Use the data from Fall reading assessments to allocate learning
assistance support (Ongoing)
13) Explore research based models for Learning Assistance support
14) Ensure that staff have collaborative time to assess school wide
writes with grade level colleagues
15) Identify and adopt a system for storing samples of key school
wide assessments (portfolio of work passed on to receiving
teachers from K – 5)
Ongoing Progress To Date
To address some school wide consistencies we have
implemented systems as follows:
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“Find your touch points” to call students’
attention
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use purposeful/designated placement to
avoid hot-spots when moving throughout
the school
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work to ensure that our classes travel in a
line when moving through the school
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work to ensure that there is minimal noise
when students are moving throughout the
school
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use a “set” for the day – like a shape of the
day
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try to build in a “set” for lessons/outcomes
or specific chunks of the day
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spend time before breaks to discuss play
plans – with enough time to have students
articulate their plans before they go for
recess or lunch
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allow for enough time to use an exit
strategy with our students (like a ticket at
the door)
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walk our students out the door – instead of
dismissing them from the classroom
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encourage students eat at own spot or
assigned spot at lunch
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teach restaurant behavior (what it looks
like… what it sounds like…)
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ensure that each student has a lunch time
duo-tang or quiet activity for desk. These
are taken out before lunch – when they take
out lunches
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ensure that student desk areas are tidied
before dismissal. (recycling, garbage, lunch
bags, duotangs, etc…) have intermediate
students eat together in Division 1
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have supervisors dismiss students between
12:25 – 12:30. Supervisors will go out with
the groups dismissed. If there is one or two
kids still finishing up, supervisors will let
another supervisor know
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have lunch monitors supervise in K classes
(to be dismissed by an adult supervisor at
12:25)
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give ourselves permission to slow down –
give adequate time to dismissal routines –
tidy up, ticket out the door, walking
students out of the school. This may mean
getting ready at 2:25
School District No. 67 (Okanagan-Skaha)
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Strategies and Structures
Ongoing Progress To Date
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16) Use a model of in-class learning assistance (Ongoing)
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17) Conduct an in-house inventory of instructional resources
18) Purchase resources to facilitate alignment of programming from
K–5
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19) Ensure that all teaching staff have collaborative learning
opportunities within the school as they explore best practice and
research based assessment processes
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20) Ensure that all teachers have an opportunity to work with the
district helping teacher through release time
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21) Ensure that teachers have sufficient (and current) resources to
assist them to improve student literacy levels
22) Ensure that staff have Literacy in Action resources in grades 4
and 5
try to be outside with the students just
before 2:30
will focus on healthy play. This includes
teaching it, preparing for it before dismissal,
etc…
will ensure that students have a play plan
that they share before dismissal – like a
ticket out the door if that works. Many kids
will need a backup plan
discuss how we reinforce “expected”
student behaviors – what motivators are we
using?
Have students meet at the “bus stop” right
at the bell – not before please. The teacher
on supervision will walk those students to
the front of the school so that they can catch
the bus. There is a list of names posted on
the window by the exit doors at the “bus
stop”
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Staff have worked with helping teachers
and school counselor to implement Zones of
Regulation
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Staff created classroom management plans
in Fall 2013. We reviewed them together in
January and March. From those we agreed
upon creating some school wide processes
to establish calm and consistency for
students at Carmi. Those are in place (May,
2015)
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Staff met to identify a school wide write
topic. We selected and agreed on a
consistent process and timeline (November
14 and March 15)
29) Ensure that all staff are familiar with Reading Power strategies
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30) Develop a systematic school wide approach (scaffolding) for
teaching reading strategies by identifying grade by grade Reading
Power strategies
Staff have been released to collaboratively
assess their students writing assessments
(November and March)
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School wide reading assessments occurred
in November and March
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School wide writing assessments occurred
in November and March
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We implemented our One to One reading
program in October 2010 (Ongoing)
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HSN question (Nov 14) we are exploring in
from K-5 : “If we identify specific students
K-5 who we are worried about, and we put
specific strategies in place to connect with
those students, will students demonstrate an
increased sense of belonging?
23) Ensure that all staff have support (through collaborative release
time) to implement their language arts programs
24) Work with teachers to align the format of literacy instructional
blocks scheduling and our use of school wide scaffolding
strategies and common language)
25) Ensure that all staff are familiar with guided reading approaches
26) Ensure staff have adequate resources to teach spelling programs
(Working with Words)
27) Purchase materials to allow for school wide approaches to
teaching of spelling
28) Ensure that staff have opportunity to observe demonstration
lessons at host schools
31) Introduce and maintain agreed upon strategies at each grade level
32) Teachers will introduce and work with the “Connect” strategy by
the end of term 1
33) Teachers will be using and extending the “Connect” strategy and
introducing the “Visualize” strategy by the end of term two
34) Instructional literacy teacher, with teaching staff, will designate
some books to specific grade levels and to the current school year
35) Librarian will circulate books into library once books have been
used
School District No. 67 (Okanagan-Skaha)
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Strategies and Structures
Ongoing Progress To Date
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We have created a shared process of school
wide writing and reading three times yearly
(November, March and May 2015)
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We have administered school wide reading
assessments in the Fall, Winter and Spring
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We have implemented an in class model for
providing learning assistance support
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We have looked at tools and strategies to
help us teach and discuss social
responsibility on a school wide basis
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We are maintaining our literacy centre addresses the currency of our resources, the
accessibility of them, etc… (ongoing)
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Staff have taken advantage of collaborating
with district helping teachers throughout the
year (ongoing)
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We have purchased literacy resources
(grades 1, 2, 3) that are current and reflect
best instructional practice (Ongoing)
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We have purchased and implemented
Accelerated Reader for grades 3 – 5 (March
10 - Ongoing)
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We have developed a scaffolding approach
to school wide teaching of literacy
instructional strategies and graphic
organizers (Ongoing)
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We have purchased and provided
professional learning resources for teachers
(Adrienne Gear materials). We have been
using those materials to guide our structures
and plans (Ongoing)
50) Implement guidelines that promote healthy eating (hot lunch, no
pop at school etc…)
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We have implemented a Breakfast club –
available to all students K – 5 (Ongoing)
51) Host a healthy living fair to teach students about over all health
and wellness
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PAC has raised monies to help build a
kitchen – used for Breakfast Club and hot
lunch as well as school functions
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We have implemented a literacy
intervention model for students in grades 1
– 5 who are not reading at grade level
(Ongoing)
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Most strategies are ongoing and embedded
in our work as a staff. The strategies guide
our collective actions and represent our staff
norms and beliefs. We review them each
year and make changes as needed.
36) School will purchase/add to books in bins as needed
37) Instructional Literacy teacher (librarian) and Principal will
develop a sign out system for Reading Power books in bins
38) Staff will record on book card when a book is used.
-date
-name of teacher
-leave info in bin
39) Staff will explore the links between strategies used in the Trait
Crates writing program and Reading Power
40) Staff will use consistent language and visual cues of Reading
Power/Trait Crates with all students
41) Staff will share new books and successes/challenges at each staff
meeting.
42) Implement a professional learning group structure to examine our
practices regarding literacy. Dates will be scheduled in
December, March and May
43) Revisit the BC Performance Standards in Reading
44) Seek out strategies that are leading to improved reading in the
Network of Performance based Schools
45) Include a professional learning component at each staff meeting
(focus on assessment for learning strategies)
46) Create a structure for housing student portfolios complete with
samples of student assessments
47) Continue membership in the Healthy Schools Network
48) Implement monthly activities that help with grade to grade
connections
49) Implement structures that promote improved physical activity
52) We will apply for funding to implement a Breakfast program
53) We will make structural and organizational changes to help us
deliver a literacy intervention program
54) We have determined school wide EBS areas to focus on within
the school
55) Students and staff use the WITS program to deal with social
issues that arise
School District No. 67 (Okanagan-Skaha)
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Strategies and Structures
Ongoing Progress To Date
56) We use the Friends Program at Grades 4 and 5
57) We use social stories as a teaching tool with students who
experience difficulty and in our primary classes
58) We have trained student peer mediators/ambassadors
59) We have many staff reading the books Lost at School and the
Explosive Child by Ross Greene
60) We use TRIBES in our intermediate classes
61) We follow our school’s Code of Conduct and work to ensure
understanding by students
62) We use Success Clubs to help work with students who need extra
coaching and support after school
63) We use Restorative Justice with students who have negative
social interactions with peers
64) We have a robust student leadership program
65) We have a robust school spirit program/focus
66) We use the Mind Up curriculum and accompanying books for
classes
67) We connect regularly as individuals with students who are
identified as at-risk
68) We offer a daily breakfast club (between 15 – 20 students per
day)
69) We use strategies with kids to reduce social issues (like
purposeful play, purposeful placement in lineups, transitioning in
hallways, and at assembly etc…).
70) We discuss strategies as a group for how to address specific areas
of concern with specific students
71) We have framed our summer and embedded ProD days to
address our focus of building connections: child to child; adult to
adult; adult to student. We are also working on models that allow
School District No. 67 (Okanagan-Skaha)
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Strategies and Structures
Ongoing Progress To Date
for effective station teaching and in class teacher support
72) We have developed staff norms to guide us in our actions to
support building connections
73) We revisit our norms and discuss areas of focus monthly to
assess our progress and to shift our actions as needed
74) Staff embed our school wide processes throughout the day as
appropriate
75) We discuss vulnerable / at-risk learners at Carmi and how we can
examine our own approaches and establish meaningful
connections with our students while they are at school
76) We purchased the Mind Up curriculum and the books that
accompany the program. This program uses an inquiry approach
to teaching and learning
77) We offer Open Gym nights on Fridays at the school for families.
This is a partnership initiative with the City of Penticton
78) We allocate our resources (special education/learning support and
certified education assistance) to support the changing needs of
students
79) Our school participates in a reflective action research program
(Through a Different Lens) as a way of differentiating instruction
and meeting the needs of students
School Planning Council Signatures
carmi school improvement plan 2014-2015 draft
Principal
____________________________
PAC Executive Representative
____________________________
Parent Representative
____________________________
School District No. 67 (Okanagan-Skaha)