2014/15 NLPS Learning Enhancement Plan Initiatives
1. E23 School Team by Zone
E23 will continue as the NLPS Early Reading Initiative. Strong feedback from session last year was to consider
offering professional learning around the Daily 5 and Café. These two publications are based on sound
research in the area of reading and assessment. The 2014/15 E23 series will focus on the foundations of both
of these publications and how
What
When
Who
Duration
it can apply to NLPS schools.
Assessment Early Fall
Principals, or Teacher 1 day (over 2
days?)
K-3
Paid for from
Reading
Assess. budget
E23 Daily 5
Early Fall
E23 CAFE
Winter
Showcase
of Learning
Early
Spring
South
Central
North
T
W
Th
K/1
K/1
K/1
2/3
2/3
2/3
Includes Principal and SST
North
South
Central
T
W
Th
K/1
K/1
K/1
2/3
2/3
2/3
Includes Principal and SST
Central
North
South
T
W
Th
K/1
K/1
K/1
2/3
2/3
2/3
Includes Principal and SST
½ day
Harewood
½ day
Harewood
½ day
Harewood
E23 District Design Team
Dir. Of Instruction, Assist- Supe,
V-P Learning Services,
Supervisor of Instruction, IC, IC
E23 District Planning Team
4 IC’s: Linda Baldwin, Jessica,
Dewarle, Jennifer Holme, New
E23 District Collaborative
Learning Teams
All Strong Start facilitators, K, 1,
2, 3 teachers, Student Support
Services teachers and principals
Primary role is to support the
professional learning series
related to evidence-based
reading instruction
Primary role is to plan and
facilitate the grade level learning
series related to evidence-based
reading instruction
Will consult with other
educational representatives,
primarily classroom teachers
Primary role is to actively
participate and collaborate to
build our collective capacity
related to evidence-based
reading instruction
2. NLPS Focus Schools Initiative
As our district continues to address the strategic goals of the continuous improvement of instruction and
assessment and meeting the unique needs of students, five school communities will partner with the
Department of Learning Services as Early Intervention Focus Schools. The Early Intervention Focus Schools are
Bayview, Georgia, Brechin, Fairview, and North Oyster. Through the collaborative PLC/RTI structures, these
schools will focus on the integration of self-regulated learning and increasing the reading achievement of
students, kindergarten through grade three.
This partnership reflects the belief that all students can learn at high levels through the collaborative efforts of
the educational team. In addition to the education teams at each school, these schools will be supported by
Instructional Coordinators’ with a specialty in reading intervention, focused on reading assessment,
instruction, and intervention, an Aboriginal Enhancement Coordinator who will focus on building knowledge
and awareness of Aboriginal Peoples, our Canadian history and the achievement of Aboriginal students, and a
Self-Regulated Learning Coordinator who will focus on supporting the integration of self-regulated learning
from a classroom level and from a school perspective.
Vision:
In partnership with five school communities, utilize the district’s RTI/PLC framework to
significantly impact student achievement in the primary grades Kindergarten – Grade 3.
Primary areas of focus, to increase the capacity of each school around:
1. Co and self-regulated learning and
2. Reading achievement
Goals:
1. Develop and/or expand current school level initiatives around reading, that are
evidenced-based
2. Establish a clearly defined RTI process (Tier 1, 2, and 3) for reading.
3. Promote principles of self-regulated learning to positively impact all areas of student
learning
4. Increase the achievement of Aboriginal students; close the discrepancy of
achievement and prevent the overrepresentation of Aboriginal students with special
needs.
Cultural:
Each school will sustain a collaborative environment that reflects the belief that all students
can learn at high levels through the collaborative efforts of the educational team.
Project Structural Supports:
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More consistent support from the LSST’s. Members have been shifted so that their responsibilities
align with the project goals.
Schools have been partnered up with another school in their zone.
Instructional Coord. with reading specialties have been assigned to these schools.
A district staff/V-P has been assigned to oversee the Focus Schools Project.
An Aboriginal Enhancement Coord. has been assigned FTE to the project.
An SRL Coord. has been assigned FTE to the project.
In addition to regular PLC time, an Aboriginal PLC structure will be put in place.
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Added technology support.
Admin. Time has been increased, so that all school receive 1.0 FTE Admin time.
Project Instructional Supports will be provided around the following:
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Support from the SRL Coord.
Support from the AEC Coord.
Tier 1 reading instruction
Diagnostic assessments
Progress monitoring
Targeted intervention strategies and materials (Tier 2)
Targeted Intervention Strategies and materials (Tier 3)
Support staff training/in-service around: self-regulated learning and reading instruction
3. Learning Workshops
Thursday Learning Sessions
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Instructional Coordinators will provide a variety of afterschool workshops in NDSS Meeting Rm. A
These sessions will concentrate on the Learning Enhancement Framework
These sessions could provide a series on one topic, a single topic, repeated topics due to demand etc.
Ab. Enhancements Coordinator will also provide a yearlong learning opportunity, It Takes a Village, for
intermediate teachers interested in working together around Aboriginal student success and the First
Peoples Principles of Learning
4. Inquiry Network Grants
In an effort to further support and inspire the work around Inquiry in NLPS, Learning Services will
continue to provide Inquiry Team Grants.
5. Strong Start Integration
Integration of the Strong Start programs into the school milieu is the purpose of this initiative. The
Vice-principal, Learning Services will make efforts to facilitate this integration with Strong Start
Facilitators, Kindergarten teachers and school principals.