1
Regina Public Schools
Learning
Improvement
Plan
For
Imperial Community School
2015-2016
Regina Public Schools Learning Improvement Plan
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Section One:
School Context
School Demographics –
Imperial Community School is located in the Northeast corner of Regina at 200 Broad Street. It is a PreKindergarten to Grade 8 elementary school. Associated with Imperial School are the North East Community
Centre (NECA) and Ehrlo Early Learning Centre (EELC).
Enrolment for 2015-2016 is 202 (September 9, 2015) students from Kindergarten to Grade 8. There are also 16
students in the Pre-Kindergarten, and 8 students in the Junior Developmental Centre. The total school population
is therefore 226 students. The Imperial School Community is a strong community with many supports and
amenities. Located to the south of the school are a skate park and a spray pad. There is also a skating rink and
curing rink within walking distance. Nearby is a Regina Public Library.
Regina Public Schools has submitted a plan to the Provincial Government on behalf of the Imperial and
McDermid school communities. It calls for the rebuild of a 21st Century school facility for the two communities.
The proposal also included the recommendation from the community to build this facility on the existing Imperial
School site.
School Programs and Services –
Imperial Community School offers half-time Pre-Kindergarten, two half-time Kindergartens and 7 classrooms
from Grades 1 – 8. We also offer one Junior Developmental program.
As a designated community school we are supported by a 0.5 Nutritionist, 3.5 Teacher Associates from PreKindergarten to 8, 3 Teacher Associates for the Developmental Center, 1 Developmental Centre Nurse and an
Elder who works within our school. We offer an array of supports including 2 Learning Resource Teachers
(LRT), a 0.5 Teacher Librarian (TL), a full-time Early Reading Intervention Teacher, a full-time literacy /
numeracy support teacher, a 0.3 English as an Additional Language support teacher (EAL), a part-time Speech
and Language Pathologist (SLP), access to School Counselor service and Psychology support. We also have
access to a School Resource Officer (SRO) through the Regina City Police and a Public Health Nurse through the
Regina Qu’Appelle Health District.
The Imperial Learning Plan focuses on building a collaborative, inclusive model that allows for flexible and
timely responses to student needs. The school is set up to support teachers in the areas of Literacy, Numeracy,
Inclusive Practices and the teaching of Aboriginal Content and Perspectives. The plan also incorporates
Intervention First and Circle of Courage philosophy. The school also has access to additional supports from out
School-Based Instructional Consultants.
Through Community School funding and our partnerships, students have access to a universal morning snack
program and drop in breakfast program 5 days per week. Chili For Children offers a hot lunch every Monday,
Wednesday and Friday in the Community Centre. The school offers a low-cost lunch every Tuesday and
Thursday.
School Governance Structure – Imperial Community School has a Principal and a .3 Vice Principal. The
School Community Council (SCC) will be elected on October 22, 2015. The council consists of parents, the
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principal, and teacher representatives. There are currently vacancies for additional parents, community members
and additional appointed members to the council as Members at Large.
Imperial Professional Learning Communities (PLCs)
1) School-Based Intervention Team (SIT)
2) Learning Improvement Steering Committee (LIP)
3) Professional Learning Communities
Clusters 1(Pre-K, K), 2 (Gr. 1, 2), Cluster 3 (2, 3, 4, 5), & (Gr. 6-8)
Learning Improvement Plan (LIP) Steering Committee Members:
Seth Neuls – Principal
Angela Hutton – Vice Principal and Teacher Librarian
Gabrielle Weir – Grade 1/2
Vanea Cyr – Grade 1/2
Judy Parley – Learning Resource Teacher
Denise Terry – Early Reading Intervention Teacher
Marilyn Embury – Literacy / Numeracy Support Teacher
Brooke Alexander – Grade 3/4 Teacher
Michael Duck – Grade 7/8 Teacher
Miranda Field - Specialist
Fundamental Beliefs
Together is Better – when students, staff and parents work together, a wiser vision emerges, a
stronger team develops and a greater resolve to improve is achieved;
School is a Supportive Environment – when all students are celebrated for their unique talents,
skills, and dreams, all students belong and all students can learn;
Strive for Continuous Improvement – when achievable targets for improvement are set based on
developmental readiness, student motivation, and instructional best–practice, we can work together to
improve.
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Section Two:
Continuous Improvement Framework
and School Goals
Continuous Improvement Priority: Higher Literacy Achievement
Higher Literacy Achievement
Goal 1—2014/15: Students will further develop their inferencing skills and their ability to analyze
and interpret data. 75% of students will increase one phase or more on their RAD scores in the areas of
Inferencing and Analyzing and Interpreting Data by June 2015.
2014 – 2015 Data:
Students Achieving a Minimum 1 Phase Growth on Interpreting Data
25 of 60 students = 42%
Students Achieving a Minimum 1 Phase Growth On Inferencing and Analyzing Text
33 of 60 students = 55%
Students Achieving a Minimum 1 Phase Growth Overall
40 of 60 students = 67%
Overall we saw a growth of 42% improve 1 phase growth on Interpreting Data and 55% on
Inferencing and Analyzing Text.
Overall RAD Data:
Grade 4  Increase in average RAD score from 8.4 to 9.4 overall. 9 of 17 are at the adequate level.
Grade 5  Increase in average RAD score from 8.1 to 9.3 overall. 3 of 6 are at the adequate level.
Grade 6  Increase in average RAD score from 7.6 to 10.9 overall. 11 of 15 are at the adequate
level.
Grade 7  Increase in average RAD score from 7.5 to 10.1 overall. 4 of 11 are at the adequate
level.
Grade 8  Increase in average RAD score from 10.3 to 11.2 overall. 7 of 11 are at the adequate
level.
Goal 1—2015/16: Students will further develop their inferencing skills and their ability to analyze and
interpret data. 75% of students will increase one phase or more on their RAD scores in the areas of Inferencing
and Analyzing and Interpreting Data by June 2016.
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Higher Literacy Achievement
Goal 2—2014/15: 90% of Grades 1, 2, and 3’s will increase four reading levels using the Oral
Reading Running Records and Fountas and Pinnell analysis by June 2015.
2014 – 2015 Data:
Grade 1 Increase 4 Reading Levels on ORR (24 students)
16/24 = 67%  Average increase of 6.8
Grade 2 Increase 4 Reading Levels on ORR (25 students)
23/25 = 92%  Average increase of 8.8
Grade 3 Increase 4 Reading Levels on F&P (21 students)
11/21 = 52%  Average increase of 4.5
Goal 2—2015/16: 90% of Grades 1, 2, 3 and 4’s will increase four reading levels using the Oral Reading
Running Records and Fountas and Pinnell analysis by June 2016.
Higher Literacy Achievement
Goal 3—2014/15: By the end of June 2015, 90% of Kindergarten students registered by September
30, 2014 will recognize at least 20 or more upper case and 20 or more lower case alphabet letters and
know 20 or more sound/symbol relationships.
2014 – 2015 Data:
25 students have been in Kindergarten at Imperial all year.
0 / 26 students could recognize all 26 upper and lower case letters in September.
23 / 25 (92%) students can recognize all 26 upper and lower case letters in June.
0 / 26 students could identify 20 (80%) or more sound /symbol relationships in September.
23 / 25 (92%) students can identify 20 or more sound /symbol relationships in June.
Goal 3—2015/16: By the end of June 2016, 90% of Kindergarten students registered by September 30, 2015
will recognize at least 20 or more upper case and 20 or more lower case alphabet letters and know 20 or more
sound/symbol relationships.
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Goal 4—2014/15: By June 2015, 90% of Kindergarten students registered by September 30, 2014
who initially scored red or yellow in any area of the EYE assessment will advance at least one level in
those areas of development.
2014 – 2015 Data:
100% of Kindergarten students advanced at least one level in EYE assessment areas of development.
Goal 4—2015/16: By June 2016, 90% of Kindergarten students registered by September 30, 2015 who
initially scored red or yellow in any area of the EYE assessment will advance at least one level in those areas of
development.
Higher Literacy Achievement
Goal 5 –2014/15: 60% of students in grades 3-4 will increase three points on the VaaW rubric by
June 2015. 70% of students in Grades 5-8 will increase three points on the VaaW Assessment by 2015.
2014 – 2015 Data:
Grade 3 = 15/17 = 88% increase of three points on the VaaW rubric.
Average increase of 4.6 points!
Grade 4 = 15/17 = 88% increase of three points on the VaaW rubric.
Average increase of 5.3 points!
Grade 5 = 4/5
= 80% increase of three points on the VaaW rubric.
Average increase of 4.4 points!
Grade 6 = 9/15 = 60% increase of three points on the VaaW rubric.
Average increase of 4.3 points!
Grade 7 = 8/11 = 73% increase of three points on the VaaW rubric.
Average increase of 4.4 points!
Grade 8 = 12/14 = 86% increase of three points on the VaaW rubric.
Average increase of 4.1 points!
Overall  63/79 = 80% increase of three points on the VaaW rubric.
Goal 5 –2015/16: 60% of students in grades K-4 will increase three points on the VaaW rubric by June 2016.
70% of students in Grades 5-8 will increase three points on the VaaW Assessment by 2016.
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S pecific: Student population percentage and target improvement level identified.
M easurable: RAD, ORR, VaaW, K Screening, EYE and F&P Value Added Assessments will be used to
measure outcomes.
A ttainable: A realistic time frame and achievement level based on current school data.
R esults Oriented: Students will demonstrate growth in specific reading strategies.
T ime Specific: By the end of June 2016.
The Action Plan:
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Support Education Teachers Provide instructional practice and Tier 1 Intervention support on a flexible
schedule of targeted support;
Use of teacher-based intervention team (SIT) and Inform data base to “drill-down” to individual student
level and target support to student’s individual needs; this team meets weekly to monitor student progress
and alter plans for individual students;
Team approach to implement interventions (SLP, OT, Educational Psychologist, LRT, Literacy and
Numeracy Lead Teacher, Reading Intervention Teacher)
Six step outcomes cycle using VAA’s and Outcomes and Indicators (and First Steps) –
1) ORR or F&P screening,
2) RAD/VAA pre-assessment,
3) Major Teaching Emphasis mini pre-assessment,
4) Major Teaching Emphasis targeted support,
5) Major teaching Emphasis mini post-assessment, (Repeat steps 3-5 as needed)
6) RAD/VAA post-Assessment;
Focused mini lessons on specific strategies:
 Dedicated support from Instructional Consultants: support minimum of three lessons in
the area with new strategies;
 In house support via our Literacy/LRT staff to support lessons and development;
Reading Intervention Teacher to develop and promote literacy intervention for K-2 students;
Implementation of Levelled Literacy Intervention resource for targeted student support for K-4;
 Due to the success of this program we have added more teacher instruction time to work
in small groups with more individual students;
 To begin, we are structuring our LLI to run nine groups of 3-4 students in 10-12 week
intensive support cycles;
 As students progress though LLI, staff will determine further interventions of support;
 All staff will become aware of the LLI strategies used in this program to reinforce
strategies in all classrooms;
Balanced Literacy actualization – use Daily 5 and CAFÉ structures;
Individualized classroom Daily 5;
Balanced Literacy block for all classes (Read to Self, Read to Someone, Listen to Reading, Work on
Writing and Word Work components);
 Co-teaching approach to literacy blocks each day in Grades 1-8 classrooms
Implementing RAD instruction in Daily 5 structure;
 Improve RAD scores throughout each section;
All staff have been trained and implement the Expanding Expressions Tools (EET) program;
 Mini Lessons at the beginning of school year in each classroom to improve writing skills;
Emphasis on CAFÉ strategies, Pensieve charting and guided instructional groups;
Staff will become conscious of the LLI strategies used in this program to reinforce the strategy
consistently in the classroom;
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Data Board will be used to monitor progress of students using ORR and Fountas and Pinnell levels. The
data board will be stored centrally and monitored by all staff;
Training and implementation of the Fountas and Pinnell phonics program;
Use of Key Resources: Literacy Place, Literacy in Action, Sightlines, Write Traits, First Steps, PWIM,
Wonder Walls
Emphasis on student self-selection of Good Fit Books (book boxes used in all classes) including the
support of all teachers to assist in the selection process once per week;
All classes working on building reading stamina and a gradual release from guided reading to
independent / metacognitive reading;
Use of student conferences as a means of providing regular feedback to students;
Comprehension and Collaboration resource to build early inquiry structures and solidify I-chart
structures for literacy components;
Use of ORR and F&P to find student levels, RAD, and F&P to determine reading strategy needs;
Use of Teacher Moderation process to build common language, common understanding and to mutually
determine goals and expectations;
Weekly individual EAL support for all students below B.2 who require numeracy and literacy supports;
“I Can” statements and “Kid Friendly Language” outcomes and indicators posters will be prominently
displayed and utilized;
Writing emphasis on persuasive writing in multiple forms by developing main idea(s) and supporting
details structures;
Focus on Activating Prior Knowledge, explicit Comprehension and Word Attack strategies, and the use
of graphic organizers;
Speech and Language Support;
Use of computer generated storybooks (Raz Kids, Tumble Books, Reading A-Z);
 Grades 1-5 will be provided access to Raz Kids and Grades 6-8 if required;
Use of Spellodrome, online spelling and phonological awareness program in Grades 1-8;
Technology support – blogs, wikis, podcasts, Inspiration, Kidspiration
Targeted Assistive Technology supports – iPads or Kurzweil focus;
Kindergarten and Pre-Kindergarten ASKI project and supports to foster oral language development and
narrative pre skills;
Reading Buddies, Storytellers and Elders Program, Education Week, home reading programs, Literacy
Volunteers, literacy grants, literacy bingo, etc.;
A checklist of student support needs will be created and leveled into first, second, third and fourth priority
sequence for assistance;
Classroom Teachers and Support Teachers will collaborate to complete and carry out IIP’s;
Tier One intervention workshops will be conducted to build teacher’s repertoires and capacity to
meaningfully integrate high needs behavior and academic students;
Use of Feeney scripts to build teacher’s capacity with student self-regulation;
Additional Key Literacy resources – RAD resource kit resources, eReaders, Sails, National Geographic
Reading and Writing Kits, Buffalo books, and Turtle Island resources;
First Book program used to develop classroom resource collections and home reading program resource;
Family Literacy Evenings will be held throughout the year to help families become partners in
educational development for their children;
Minimize classroom interruptions during literacy;
Building of the non-fiction collection for all levels;
Building High-Interest Controlled-Vocabulary novel collection;
Building Graphic Novels collection for all levels;
Building classroom libraries through other library withdrawn materials;
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Inquiry Connection – Questioning, levels of Questioning, Activating Prior Knowledge, Making
Connections, Wonderings/Ideas gathering and planning, journals (writing), 4 step planning, backwards
design, Wonder Walls, PWIM, Understanding by Design resources, RAN Strategy;
The Role of the SCC:
The SCC will provide funding for purchasing and creating books and materials and literacy activities. Parents
and guardians will be used as volunteers for literacy activities. Parents and Guardians are asked to participate in
home based literacy activities and school-based literacy events. Kindergarten and Pre-Kindergarten parents are
asked to participate in the ASKI survey and follow up activities at home and school (coffee and talk). Support in
development of Take a Book / Leave a Book program.
Use of Professional Learning Days:
Teacher Moderation of VAAs
Outcome based reporting – PD days and collaboration structure
Continued Daily 5 and CAFÉ workshops – monthly staff meetings
Comprehension and Collaboration resource workshops – staff meetings and collaboration
Fountas and Pinnell Phonics
Pre K and Kindergarten workshops and implementation of ASKI, Hanen, EYE
Tier One Assistive Technology skill development workshops – targeted teachers (Mary Ann Sjogren-Branch,
Janine Taylor and Lee Miller)
Evidence of Progress:
School wide assessments will take place in the fall (pre) and spring (post) of each school year.
New students will be assessed upon entry. Students are administered ability level RAD or F&P. The strategy
rubrics in the RAD kits will be used to measure progress on the continuum.
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Section Two continued…
Continuous Improvement Priority: First Nation, Metis and Inuit Achievement
Equitable Opportunities
Goal 1—2014/15: 60% of our First Nations, Inuit, Metis and English as an Additional Language
students in Grade 1-8 will demonstrate the ability to read at grade level by June, 2015.
2014 – 2015 Data:
First Nation Data
Grade 1
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0/11 Sept. (0%) & 1/12 June (50%)
= +50%
Grade 2
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1/12 Sept. (8%) & 6/10 June (60%)
= +52%
Grade 3
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2/9 Sept. (22%) & 5/8 June (63%)
= +41%
Grade 4
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2/9 Sept. (22%) & 3/10 June (75%)
= +53%
Grade 5
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4/7 Sept. (57%) & 1/4 June (25%)
= -32%
Grade 6
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3/10 Sept. (30%) & 5/10 June (50%)
= +20%
Grade 7
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3/6 Sept. (50%) & 4/5 June (80%)
= +30%
Grade 8
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4/9 Sept. (44%) & 4/9 June (44%)
= 0%
September
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19/73 = 26% Reading at Grade Level (1-8)
June
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34/68 = 50% Reading at Grade Level (1-8)
Overall
Goal 1–2015-2017:
70% of our First Nations, Inuit, and Metis students in Grade 1-8 will demonstrate the
ability to read at grade level by June, 2017.
S pecific: Target percentage of improvement identified.
M easurable: Pre and Post assessments will be utilized.
A ttainable: A realistic time frame and level of integration based on current data.
R esults Oriented: Percentage represents an increase in Indigenous knowledge and awareness.
T ime Specific: By the end of June 2015 and 2017.
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The Action Plan:
Add Seven Teachings…
Utilize seven teaching resources in the classroom…
 Please refer to the Literacy Action Plan;
 Consultant (Vanea Cyr) and Elder in Residence program;
 The mural in the entrance to Imperial will promote First Nations World View in the school and allows for
a visual for all the students’;
 Using the Tell Them From Me Survey we investigate areas which need improvement to promote
inclusion for all students at Imperial Community School;
 Continuation of Sage Girls and Niska Boys group;
 Meaningful integration of Aboriginal Content and Perspectives into all subject areas using approved
resources;
 ASKI project assessment and follow up resources and materials;
 Increase in approved resources for Aboriginal Content instruction: JerBear, the Treaties Kits, Buffalo
Books, ASKI, Turtle Island books, Nation books and Elder’s Voices series;
 Increase Cree (and other FN languages) resources (OBI systems and Cultural Language Awareness site);
 Explicit teaching of Treaties in the classroom by classroom teachers utilizing resources from The Office
of the Treaty Commissioner;
 Use of the Indigenous Studies Outcomes and Indicators to guide FN content integration;
 Continuation of the Circle of Courage student recognition program – teaching the 4 elements of the circle
and rewarding students who demonstrate those elements – Belonging, Independence, Mastery and
Generosity;
o Along with the Circle of Courage Implementation of the “7 Virtues;”
 Encourage Reclaiming Youth at Risk and Circle of Courage workshops and resources for staff;
 Outside Agency support will be sought to connect students with Big Brothers, Big Sisters etc.;
 Encourage Treaty training workshops for all teachers and catalyst training for select teachers;
 Continued development of Aboriginal content in the library in both fiction and non-fiction that celebrates
local Nations. Identification of those materials with a spine code;
The Role of the SCC:
The SCC will fund Aboriginal heritage and culture events. Parents and guardians will be invited to take part in
events at the school and are asked to help students with heritage projects at home. Discussions will be held with
the SCC on how to increase Aboriginal cultural pride and sense of belonging. ASKI project involvement in
survey responses and follow up activities.
Use of Professional Learning Days:
Creation of a pre and post assessments and lead moderation
PD Day Workshop – Treaties / resource sharing – building scope and sequence awareness
Division Professional Development on Treaties – level 1 and 2 and catalyst teachers
Office of the Treaty Commission – possible Treaties presentation
Evidence of Progress:
Qualitative feedback will be collected of the Elder in Residence program from staff. Student attitudes and levels
of involvement (pride) will be monitored during Aboriginal content integration projects for its effect on student
engagement in school. We will be following the same procedure for all our reading data with our First Nations,
Inuit, and Metis to achieve this goal.
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Section Two continued…
Continuous Improvement Priority: Equitable Opportunities
Goal 1—2014/15: 60% of our English as an Additional Language students in Grade 1-8 will
demonstrate the ability to read at grade level by June, 2015.
EAL Data
Grade 1
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1/3 Sept. (33%) & 3/3 June (100%)
= +77%
Grade 2
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0/2 Sept. (0%) & 2/2 June (100%)
= +100%
Grade 3
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0/3 Sept. (0%) & 0/2 June (0%)
= 0%
Grade 4
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0/1 Sept. (0%) & 0/1 June (0%)
= 0%
Grade 5
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0/2 Sept. (0%) & 1/2 June (50%)
= +50%
Grade 6
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2/2 Sept. (100%) & 1/1 June (100%)
= 100%
Grade 7
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0/1 Sept. (0%) & 0/1 June (0%)
= 0%
Grade 8
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0/2 Sept. (0%) & 0/2 June (0%)
= 0%
September
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3/16 = 19% Reading at Grade Level (1-8)
June
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7/14 = 50% Reading at Grade Level (1-8)
Overall
Goal 1–2015/2017: 70% of our English as an Additional Language students in Grade 1-8 will demonstrate
the ability to read at grade level by June, 2017.
S pecific: Target percentage of improvement identified.
M easurable: Pre and Post assessments will be utilized.
A ttainable: A realistic time frame and level of integration based on current data.
R esults Oriented: Percentage represents an increase in Indigenous knowledge and awareness.
T ime Specific: By the end of June 2015 and 2017.
The Action Plan:
 Please refer to the Literacy Action Plan;
 Encourage Reclaiming Youth at Risk and Circle of Courage workshops and resources for staff;
 Outside Agency support will be sought to connect students with Big Brothers, Big Sisters etc.;
 English as an Additional Language teaching time was increased from 0.2 to 0.3 to help facilitate the
increase in numbers, as well as the support for these student’s in our classrooms;
 Support Education Teachers Provide instructional practice and Tier 1 Intervention support on a flexible
schedule of targeted support;
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Use of teacher-based intervention team (SIT) and Inform data base to “drill-down” to individual student
level and target support to student’s individual needs; this team meets weekly to monitor student progress
and alter plans for individual students;
Team approach to implement interventions (SLP, OT, Educational Psychologist, LRT, Literacy and
Numeracy Lead Teacher, Reading Intervention Teacher)
Reading Intervention Teacher to develop and promote literacy intervention for K-2 students;
Balanced Literacy actualization – use Daily 5 and CAFÉ structures;
Individualized classroom Daily 5;
All classes working on building reading stamina and a gradual release from guided reading to
independent / metacognitive reading;
Use of student conferences as a means of providing regular feedback to students;
Use of ORR and F&P to find student levels, RAD, and F&P to determine reading strategy needs;
Weekly individual EAL support for all students below B.2 who require numeracy and literacy supports;
“I Can” statements and “Kid Friendly Language” outcomes and indicators posters will be prominently
displayed and utilized;
Speech and Language Support;
The Role of the SCC:
The SCC will fund heritage and culture events. Parents and guardians will be invited to take part in events at the
school and are asked to help students with heritage projects at home. Discussions will be held with the SCC on
ow to increase cultural pride and sense of belonging.
Use of Professional Learning Days:
Creation of a pre and post assessments and lead moderation
PD Day Workshop – Treaties / resource sharing – building scope and sequence awareness
Division Professional Development on Treaties – level 1 and 2 and catalyst teachers
Office of the Treaty Commission – possible Treaties presentation
Evidence of Progress:
Qualitative feedback will be collected of the Elder in Residence program from staff. Student attitudes and levels
of involvement (pride) will be monitored during Aboriginal content integration projects for its effect on student
engagement in school. We will be following the same procedure for all our reading data with our EAL students to
achieve this goal.
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Section Two continued…
Continuous Improvement Priority: Higher Numeracy Achievement
Higher Numeracy Achievement
2014/15: 80% of students will make one full phase of improvement, 40% of students will make two
full phases of improvement, and 10% of students will make three full phases of improvement by June
2015 on the Diagnostic Numeracy Assessment (DNA) Rubric as measured by grade level pre (September)
to post (June) DNA Assessments.
2014 – 2015 Data:
Students achieving a min. of 1 phase growth, 2 phases of growth, 3 phases of growth.
Grade 1 – 24 students = 96%, 75%, 54%
Grade 2 – 22 students = 91%, 77%, 50%
Grade 3 – 17 students = 100%, 76%, 29%
Grade 4 – 17 students = 65%, 53%, 6%
Grade 5 – 7 students = 14%, 0, 0
Grade 6 – 15 students = 100%, 73%, 47%
Grade 7 – 13 students = 92%, 62%, 15%
Grade 8 – 14 students = 79%, 36%, 7%
85.2% (110/129 students) achieved 1 phase.
62.7% (81/129 students) achieved 2 phases.
31% (40/129 students) achieved 3+ phases.
Goal 1—2015/16: 80% of students will make one full phase of improvement, 50% of students will make two
full phases of improvement, and 20% of students will make three full phases of improvement by June 2016 on the
Diagnostic Numeracy Assessment (DNA) Rubric as measured by grade level pre (September) to post (June) DNA
Assessments.
S pecific: students must improve number sense grade level skills
M easurable: a targeted number of students will be able to reach the pre-determined benchmark
A ttainable: students are measured on their pre-assessment level of readiness to improve
R esults Oriented: represents growth on a pre and post timeframe
T ime Specific: June 2015 target post- test date
The Action Plan:
 Support Education Teachers (S.E.T.) provide instructional practice and Tier 1 Intervention support on a
flexible schedule of targeted support;
 Co-teaching approach to numeracy blocks each day in Grades 1-8 classrooms;
 Outcomes cycle using VAA’s and Outcomes and Indicators –
o Classroom screening (optional),
o DNA pre-Assessment,
o Major Teaching Emphasis targeted support,
o Major teaching Emphasis mini post-assessment,
o DNA post-assessment;
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Use of teacher-based intervention team (SIT) and Inform data base to “drill-down” to student level and
target student’s individual needs and personalized supports;
Comprehension and Collaboration resource to build early inquiry structures and solidify I-chart
structures for numeracy components;
Creation of a math pre-assessment curricular outcomes in all classes for the purpose of tailoring
individualized instruction;
 Grade 1, 3, 5, and 7 for 2016;
Use of Mathletics for all students in Grade 1-8 to support our schools Numeracy Goals;
Van de Walle resource was used to implement number sense strategy instruction in grades 4 – 8 (20122013 School Year);
Marian Small resource was used to implement differentiated mathematics instruction in Grades 1 – 8
(2013-2014 School Year);
Numeracy Nets resource used to identify student’s number sense development and identification of
targeted back fill strategies in number sense;
Big Ideas Alignment document will be used to “back fill” student needs;
Number sense strategy activities 10 minutes per math class focusing on grade level skills;
Explore +4 structure used to organize classroom numeracy structure;
Use of math Word Walls and Word Webs with each unit of study, PWIM the title page;
Text feature lessons will be applied directly to the Math Makes Sense text book;
“I Can” statements and “Kid Language” outcomes and indicators posters will be prominently displayed
and utilized;
Weekly individual EAL support for all students below B.2 who require numeracy and literacy supports;
A checklist of student support needs will be created and leveled into first, second, third and fourth priority
sequence for assistance;
Classroom Teachers and Support Teachers will collaborate to complete and carry out IIP’s;
Use of Feeney scripts to build teacher’s capacity with student self-regulation;
Increased support for EAL learners who are having difficulty with inclusion in Canada and at Imperial
Community School through support by EAL teacher (0.3);
Teachers will connect problem solving strategies to literacy strategies and focus on using text features,
activating prior knowledge, determining the main ideas, removing irrelevant and supporting details and
will utilize similar graphic organizers to those used in literacy;
Inquiry Connections - numeracy journals as connected with constructivism and inquiry learning /
wonderings and observations;
Utilize literature resources / resource list in the library for Math Makes Sense connections;
The Role of the SCC:
The SCC will be informed of this goal. Funding from the SCC may be approached to purchase materials for
distributing manipulative resources to all classes or for the creation of classroom ready materials.
Professional Learning Days:
Outcome based reporting – PD days and collaboration structure
Numeracy Nets and number sense instruction
Teacher Moderation of DNA
Explore +4
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Evidence of Progress:
Students will perform numeracy tasks with a deeper understanding of the big ideas in numeracy and increased
numeracy metacognition as measured by growth in phases on the Diagnostic Numeracy Assessment. Student’s
individual skill and strategy growth will be charted for the purposes of back filling, grouping for instruction and
planning for future intervention and instruction.
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Imperial Intervention First
Intervention Support Process:
Classroom Teacher(s) Level
- Classroom Teacher gathers data (observation and/or documentation), analyses student behavior and
learning and identifies student’s needs.
- Classroom Teacher consults the Cum (testing, recommendations, comments)
- Classroom Teacher consults relevant staff (previous teacher, previous school).
- Classroom Teacher Implements Tier One Interventions.
- Classroom Teacher informs Admin and involves Parents.
- Classroom Teacher completes a Cum Review (with assistance).
School Based Intervention Level
- Student is presented to the School Based Intervention Team.
- Recommendations of the Team are followed up on which may include having ISS (curriculum) or
SSS (student services) team members do observations in classrooms.
Student Support Services Intervention Level
- Student is presented at SSS Team meeting(s).
- SSS team makes recommendations for Tier Two or Three interventions.
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Imperial Intervention First
Imperial Tier One:
Universal / Classroom Based / School-Wide Interventions
(SSS Team NOT needed to access)
1) Core Curriculum / Outcomes and Indicators
- RPS Outcomes & Indicators drives instructional practice, resource selection,
programming choices and student feedback informs future pedagogical decisions
- Use of approved programs and resources such as First Steps, Literacy in Action, Literacy
Place, Daily 5 and CAFE, Balanced Literacy, PWIM, Math Makes Sense, Treaties Kit,
Guided Reading Resources etc.
2) Universal Screening / Value Added Assessment
- VAA administered, teacher moderated and information informs practice
- F&P, ORR, RAD, DNA, and VaaW
- Contact with Angela, Judy, Kim, Marilyn or Denise to discuss strategies
3) Differentiated and Adapted Instruction
- See DI tracking sheet for a detailed list
- Adaptations are noted – review Cum for previous year’s information
4) Constructivism and Inquiry
- big questions - investigation
- backwards planning
- holistic, open exploration
- teaching with the end in mind
5) Frequent Progress Monitoring
- anecdotal information, checklists and comprehension checks
- conference and goal setting
6) Learning Environment
- visual cues, appropriate seating arrangements, routines, rules and procedures, mutual
respect and sharing, co-managing the environment
- flexible arrangements, opportunities for student choice, movement incorporated into the
learning agenda
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7) Inclusive Practices
- belonging is supported and fostered
- adaptations and accommodations are being made
- whole class instruction
8) Metacognition and Self-Regulation
- flexible furniture, timers, verbal and visual cues, morning check-ins, body breaks,
comprehension checks, chunking, Therabands, thumbs up / down, fidgets, heavy
pressure, visuals and visual schedules, etc.
- Feeney Scripts
9) Fostering Independence
- Circle of Courage, Seven Virtues, RAP, Elders
- Outside agencies such as Big Brothers, Girl’s Zone, Go Girls as they run programming
out of the school
- School based mentorship
- Presentations from the Resource Officer, Counselor etc.
10) Assistive Technology
- Inspiration /Kidspiration
- iPad
- Autism Pro
- ASKI
- RAZ Kids, Tumble Books, Learning A-Z etc.
- Headphones, calculators and other adaptation devices
11) Teacher Team Problem Solving Meetings
- PLC / Collaboration – Literacy, Numeracy & Inclusion
- School Based Intervention Team
- Consultant – Vanea Cyr
- VAA Lead – Angela
- Teacher Librarian – Angela
- LRT – Judy and Kim
- Literacy & Numeracy Support Teacher – Marilyn Embury
- Early Reading Interventionist – Denise

In addition, our school has a number of high quality resources that are available for teachers to
learn more about Intervention First, Pyramid of Intervention, and Response to Intervention (RTI)
in general, Differentiated Instruction, Inquiry Learning, Metacognition, Self-Regulation and
fostering independence.
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Imperial School-Based Team Meeting Consultation Form
Background:
Student:
Student’s Strengths:
Teacher(s):
Meeting Date:
D.O.B.
Grade:
Concerns/ Challenges:
Previous Testing:
Other Agency Involvement:
Supports In Place:
Interventions:
What has been tried already:
Medications:
What do we want to maintain:
Intervention Action Plan (To be completed during the Team Meeting):
What:
Who:
When:
Date of the follow-up / evaluation:
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Imperial PLCs 2015 - 2016
Classroom Teachers
Support Teachers
Collaboration
Teams
Kindergarten / PK: Allison and Renae
Primary: Lori, Vanea, and Gabrielle
Middle: Jan, Jim, and Brooke
Senior: Derek, Mike
Seth
Angela
Marilyn
Kim
Judy
Imperial
School-Based
Intervention
Team
(SIT)
Seth
Angela
Marilyn
Kim
Judy
Lori
Gabrielle
Principal, Vice Principal, LRTs, DC’s (as needed)
Cynthia Casavant (Counselor), Lee Millar (SLP), Heidi Clayards (Psych),
Krista Tameling (Occupational Therapist), Vanea Cyr (Instructional
Consultant),
Intervention 1st
Student
Support
Team
LIP
Seth, Angela, Marilyn, Gabriella, Judy, Vanea, Denise, Mike, Miranda,
Brooke
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Support
Staff
As Required
22
Imperial Community School
PD/PE Review Meeting
2015-2016
NAME: __________________________________
Date: _________________________
Years of Experience:
Years in School:
Topic
Particulars
Follow-up
Particulars
Follow-up
Plans for 2015-2016
 Imperial?
 Transfer?
 Retire?
Professional Goals
School Goals
Literacy
Numeracy
Inclusion
Other Items
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Section Three:
Communication Plan
The Learning Improvement Plan will be communicated to the school community through:
- Collaboration Meetings by cluster for sharing and planning purposes with staff;
- School newsletters – monthly;
- SCC newsletters;
- Community Newsletter;
- Goals bulletin board by the front office;
- Staff Professional Development Growth Plans – aligned (see attached);
- Weekly Teacher Collaboration Meetings (see attached);
- PLC meetings (Literacy, Numeracy, Inclusion, Aboriginal Education) (see attached);
- School-Based Team Meetings (SIT) (see attached);
- Instruction and School Services (ISS) Team Meetings;
- Discussions at monthly staff meetings;
- Data binder kept by Principal and Vice Principal and Inform used to store/share results, data board
displayed in staff room, reflection ORID discussions held;
- School website;
- Discussions at SCC meetings – monthly;
- In display cases in the front entrance;
- Recognition Assemblies – monthly (parents phoned and personally invited);
Regina Public Schools Learning Improvement Plan