DRAFT 2017-2021 School Plan for Student Success · DRAFT 2017-2021 School Plan for Student Success...

** Non - Funded students only (Fee Paying)

*** Includes all students including those also registered at a regular school

An Inclusive Community That Ignites Lifelong Learning.

Welcome to Springwood Elementary! Springwood is now in year

3 since its opening in 2017, and it continues to be a steadily

growing school with 227 students (10 Divisions) in grades K-7

from the North end of Prince George. Within these past three

years, Springwood has become a welcoming, student centered,

close knit school community.

Springwood has 17 Teachers and 10 Support Staff. In addition, we

have a Y after school program. Our school is proud of our rich

Fine Arts Program for students in grades K-7, offered through

music, ukulele, recorder, band, and dance. In addition

Springwood students and staff get to utilize up to date technology

including laptops at students’ fingertips, smart panels in all

classrooms, 3D printer, iPads, Makey-makey kits, micro bits,

cameras, drone camera, condenser microphones, various robotic

items, and a green screen. All our classrooms are welcoming

environments that recognize the diverse needs of all students.

We are proud to be a part of the Hart Family of Schools, joining

together with our neighbouring schools for such events as Fine

Arts Night and the Together We Move Dance Program.

The staff at Springwood continue to grow and readjust our

Positive Behavior Intervention Support Program (PBIS) to meet

the changing need of our learners. A PBIS Program is a

“schoolwide system of supports that include proactive strategies

for defining, teaching, and supporting appropriate student

behaviours to create positive school environments”. As the

framework for this program, the staff and students at Springwood

determined back in 2017 a core set of values that are important

to all of us “SPARK” Safety, Perseverance, Accountability, Respect,

and Kindness. This year, we have further expanded this program

by merging it with the Core Competencies.

We look forward to another fun year filled with meaningful

learning and moving ahead with the goals outlined in the School

Plan for Student Success.

DRAFT 2017-2021 School Plan for Student Success Inspiring Learning Anywhere

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School District No.57 (Prince George)

Springwood Data Summary: Literacy

Literacy (reading & writing), continues to be a focus of instruction at Springwood. In addition to classroom

based assessments, we also collect additional data as per SD 57 protocols. We analyze data from the following

to determine areas of strength and areas that need further growth.

Diagnostic Reading Assessment (DRA)

Foundation Skills Assessment (FSA)

Canadian Achievement Test (CAT)

Classroom based assessments

Assessments from Learning Team Grants

These listed assessments provide the information needed to inform instruction and plan accordingly for

student success. In addition, data from these assessments help identify trends and struggling learners as they

move through the grades.

Literacy- Reading

Assessment Measure/year

Grade level % of students at indicated Proficiency Levels

DRA (2017-2018) 2 46% (At or above level 18, beginning grade 2)

DRA (2018-2019) 2

FSA (2017-2018) 4 33% Emerging 52% On Track 14% Extending




CAT (2017-2018) 3 100% at stanine 4 (average) and above







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For Springwood’s infancy year (2017-2018), the DRA data specifically indicated that 54% of our early learners

(Gr 2) did not come to Springwood with the reading readiness skills necessary for the grade 2 learning year.

This similar analysis was also mirrored with our grade 4 and 7 students in the same year. This data laid the

ground work for a number of our literacy goals which we hope will reflect improvement over the next 3 years.

We did see a significant improvement in reading with our grade 7 students moving from 2017-2018 to 2018-

2019 as shown in the FSA data. As a District, we collected CAT data for two years, these two years showed

majority of students at or above Stanine 4 (Average). We would like to see our overall reading data improve

and as a staff have determined the following by examining our data back in June 2019 during a data driven

dialogue.

We need to build our reading resources to acquire books that are a “good fit” for our readers

We need to focus on primary reading skills

We need to effectively utilize our ELL/Learning Assistant teachers for targeted reading interventions

Implementation of Primary Gr 2 Learning Team Grant focusing on how to balance assessment,

curriculum, and play frameworks that are curricular driven (in literacy & numeracy)

Literacy- Writing



DRA (2017-2018) 2 46% (At or above level 18, beginning grade 2)

DRA (2019-2019) 2





CAT (2017-2018) 3 67% at stanine 4 (average) and above 60% at stanine 4 (average) and above



Our writing data over the past two years has shown some fluctuation in results through the FSA’s, but of note

is the improvement in the % of students who are ‘extending’ with their writing abilities and ‘on track’ in both


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grades 4 and 7 in 2018-2019. Looking at the above listed data and classroom assessments using the BC

Performance Standards, through data driven dialogue in June 2019 the staff at Springwood have determined

the following.

We need to continue to look at grade 4 writing to improve emerging writers

We are continuing with year 2 of our Primary Learning team Grant that focuses on writing

development Gr K-2 using the resource “The Writing Strategies Book” by Jennifer Serravallo and the

BC Performance Standards for assessment

Springwood Data Summary: Numeracy

Numeracy







CAT (2017-2018) 3 Mathematics: 80% at stanine 4 (average) and above Computation & Estimation: 60% at stanine 4 (average) and above







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Numeracy data indicates that we have room for growth and that we need to remain focused on ensuring

students have a solid learning foundation of basic math skills. Through data driven dialogue in June 2019 the

staff at Springwood have determined the following.

We need to build our math resources with Carole Fullerton Resources that focus on number sense and

strategies (these were purchased in Sept 2019)

We would like to inquire about additional Numeracy assessments available for K-7

Aboriginal Student Learning

Aboriginal student graduation rates continues to rise. The SD57 Aboriginal Student Six-Year Graduation Rate

increased from 57.3% in 2016/17 to 65.8% in 2017/18, representing a one-year percentage point increase of 8.5.

Although we are proud of this success, the gap between our Aboriginal learners and our Non Aboriginal learners as

outlined in the How Are We Doing Report continues to exist on the FSA Grades 4 & 7, and provincial data measures

for Courses Leading to Graduation. The Framework for Enhancing Student Learning goals for Aboriginal Education

were developed following 40 consultation meetings with the community.


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Skills, Trades and Careers

Our Skills, Trades and Careers data indicates we are making strides towards “providing opportunities and

experiences for all students in School District No 57 to develop Career Pathways that align with their skills,

knowledge, values, and dispositions”.

The provincial data on the Six Year Completion Rates, as well as the FSA show a flat-line trend. Our Six Year

Completion Rates fall below the provincial average by 10%. To this end, as we collect more information about our

students, we continue to develop strategies to support our learners in reaching their academic potential.

Alignment of Professional Development with the Strategic Plan goals and structuring school

effectiveness planning within the Effective Schools Model

Professional learning about My Blueprint and All about Me tools


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School Plan for Student Learning

2017-2021

Critical thinking, creativity, problem solving and growth mindset are considered

central to academic, social and emotional learning All students will master fundamental academic skills to their individual

potential, including literacy, numeracy and knowledge of the sciences.

All students will master multiple literacies, including: artistic, cultural,

environmental, financial, linguistic, physical, social/emotional and

technological.

All students will master healthy social and emotional competencies to their

individual potential, including self-awareness, resilience, motivation and

adaptability.

All students will seek to achieve physical, emotional and social wellbeing and

be prepared to participate fully as an educated local and global citizens

Support a community of parents, guardians, families, community

organizations and community leaders who are broadly and

meaningfully engaged in students’ learning.

Increase the overall academic, literacy, numeracy, transitions and

overall graduation rates of Aboriginal students

Increase the knowledge and skills of environmental stewardship and

Traditional Environmental Knowledge for all students and educators

Increase Aboriginal Ways of Knowing to support learning for all

students, educators, administrators and staff

Increase a sense of belonging, cultural safety and identity for

Aboriginal students

Provide opportunities and experiences for all students to develop

Career Pathways that align with their skills, knowledge, values, and

dispositions

To provide a learner focused, responsive and flexible education for

all students


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ALL STUDENTS WILL MASTER FUNDAMENTAL ACADEMIC SKILLS TO THEIR INDIVIDUAL

POTENTIAL, INCLUDING LITERACY, NUMERACY AND KNOWLEDGE OF THE SCIENCES.

ALL STUDENTS WILL MASTER MULTIPLE LITERACIES, INCLUDING: ARTISTIC, CULTURAL,

ENVIRONMENTAL, FINANCIAL, LINGUISTIC, PHYSICAL, SOCIAL/EMOTIONAL AND

TECHNOLOGICAL.

School Specific Goals Springwood student achievement will meet average provincial achievement levels in all BC

Education assessments in Literacy and Numeracy

Student achievement on selected District-wide longitudinal benchmark assessments will meet grade level or IEP expectations

ALL STUDENTS WILL MASTER HEALTHY SOCIAL AND EMOTIONAL COMPETENCIES TO THEIR

INDIVIDUAL POTENTIAL, INCLUDING SELF-AWARENESS, RESILIENCE, MOTIVATION AND

ADAPTABILITY.

ALL STUDENTS WILL SEEK TO ACHIEVE PHYSICAL, EMOTIONAL AND SOCIAL WELLBEING

AND BE PREPARED TO PARTICIPATE FULLY AS AN EDUCATED LOCAL AND GLOBAL CITIZENS

School Specific Goals Students will choose and display behaviours that demonstrate respect for self, others and the

environment

Students will make healthy personal and social choices

Students will follow expected behaviours outlined in our Positive Behaviour Intervention Support (PBIS) model and Matrix. Students will follow SPARK expectations; Safety, Perseverance, Accountability, Respect, and Kindness


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SUPPORT A COMMUNITY OF PARENTS, GUARDIANS, FAMILIES, COMMUNITY ORGANIZATIONS

AND COMMUNITY LEADERS WHO ARE BROADLY AND MEANINGFULLY ENGAGED IN

STUDENTS’ LEARNING.

School Specific Goals All Springwood students will be provided opportunities to engage as learners and leaders inside

and outside of the classroom setting

All Springwood parents/guardians will be invited to be active partners in their children’s learning

INCREASE THE OVERALL ACADEMIC, LITERACY, NUMERACY, TRANSITIONS AND OVERALL

GRADUATION RATES OF ABORIGINAL STUDENTS

INCREASE THE KNOWLEDGE AND SKILLS OF ENVIRONMENTAL STEWARDSHIP AND

TRADITIONAL ENVIRONMENTAL KNOWLEDGE FOR ALL STUDENTS AND EDUCATORS

INCREASE ABORIGINAL WAYS OF KNOWING TO SUPPORT LEARNING FOR ALL STUDENTS,

EDUCATORS, ADMINISTRATORS AND STAFF

INCREASE A SENSE OF BELONGING, CULTURAL SAFETY AND IDENTITY FOR

ABORIGINAL STUDENTS

School Specific Goals Ensure classrooms and school are equipped with resources that embed local Aboriginal language,

culture, and traditional Aboriginal ways of knowing

Introduce and learn about the 7 Sacred Teachings and how they have a place in daily life

Increase awareness of all cultures at Springwood


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PROVIDE OPPORTUNITIES AND EXPERIENCES FOR ALL STUDENTS TO DEVELOP CAREER

PATHWAYS THAT ALIGN WITH THEIR SKILLS, KNOWLEDGE, VALUES, AND DISPOSITIONS

School Specific Goals

Students in grades K-7 can identify personal attributes, interests, and accomplishments that link to the Trades

Students will know of jobs available in the local community.

TO PROVIDE A LEARNER FOCUSED, RESPONSIVE AND FLEXIBLE EDUCATION FOR ALL

STUDENTS.

School Specific Goals Student Support Services will provide teachers with ongoing access to professional learning for

inclusive and specialized instructional strategies for students in need of specialized supports and services.

Student Support Services will anticipate, value, and support diversity and learner differences

Student Support Services will provide ongoing opportunities to all school staff to support inclusive education values and practices

Summary

This School Plan for Student Success is a reflection of current our students’ current needs. We look

forward to reflecting on our work and how it impacts student learning, and adjusting to the ever

changing needs of our learners. We are committed to our shared vision, “An inclusive community

that ignites lifelong learning”, and the continued building of an awesome Springwood community.

DRAFT 2017-2021 School Plan for Student Success · DRAFT 2017-2021 School Plan for Student Success...

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