Dave Kandal Elementary School 3551 Crestview Ave.

Abbotsford, BC V2T 6T5 Phone: 604 856 7342 Fax: 604 856 8612

Student Achievement Plan 2012-2013

“Our students…Our community…Our Future”

Indicator 2007-2008 2008-2009 2009-2010

2010-2011

2011-2012

2012-2013

PM Benchmarks Grade 3 Reading (% Fully meeting/exceeding)

53.9%

55.6%

74.1%

45.5%

84.1

Grade 3 Writing (% Fully meeting/exceeding

33.3%

35.9%

36.4%

78.1%

76.2

FSA - Grade 4 Reading (%Fully meeting/exceeding)

66.7%

64.1%

57.5%

68.1%

96%

FSA – Grade 4 Numeracy (% Fully meeting/exceeding)

69.2%

69.2%

59.6%

63.8%

97%

Grade 4 Social Responsibility (% fully meeting/exceeding)

69%

69%

63.2%

60%

N/A

% of Intermediate Students with a C+ or better in Language Arts

N/A

86.8%

85.5%

87%

70%

% of Intermediate Students with a C+ of better in Mathematics

76%

78%

76%

78%

82%

% students fully meeting Gr. 5 District Math assessment (overall)

N/A 22.5%

10%

60%

95.1%

Average Daily Attendance 91.6% 90.5% 92.5% 93% 94.5% Percentage of Students school’s LA Services

unknown 8.1%

14%

14%

12%

# of students who had extended vacation (more than 2 wks)

unknown N/A

45

51

61

Number of Yellow Slips .67% .86% .77% N/A 3 or more 4.8 %

Top Reason for Referrals N/A N/A N/A N/A fightng Number of In-School Suspensions None None None None 9 Number of Out-of –School Suspensions

None

None

None

None

4

Do you feel safe at school? Sometimes (all the time)

84%

83.3%

80%

82.2%

N/A

Do your teachers care about you? Sometimes(all the time)

86%

87%

N/A

N/A

N/A

Do the adults in the school care about you? Sometimes (all the time)

New

question

New

question

97.6%

97.7%

N/A

Overall Enrolment 282 289 297 297 291 Percent using School Meals Program

unknown

1.5%

1%

1%

1%

Percent Mobility/Transient 8.7% 2.3% 2.37% .67% 2% Percent Special Education 5% 4.47% 2.7% 3.3%% 2.1% Percent ESL 52.84% 54.3% 63 % 61.3% 67.4% Percent Aboriginal 0.37% 0% 0.69% 0% 0%

“Every Student – a Success”

1. Mission Statement: Our mission statement is based upon our belief that “all children can be successful.”

“ Every student a success. ” 2. School Context: Dave Kandal Elementary is a neighbourhood school with the reputation for a safe and caring school environment. When Dave Kandal first opened its doors in 1996, the school accommodated 175 students from Kindergarten to Grade 7. Today, Dave Kandal is a Kindergarten to Grade 5 School serving the needs of 297 students in a growing area of Abbotsford. Also under our roof is Little Twinkle Preschool, which services students ages 3-5 as well as tutoring and afterschool care. We have approximately 90% of students from homes where English is a second language. Our school community is a rich blend of cultural backgrounds. The majority of our students are Indo-Canadian (254) but we also have Spanish (6), Vietnamese (2), English (23) and other (12). Dave Kandal Elementary is fortunate to have Punjabi classes for our Grade 5 students. This program is well supported by our school families with 27 students (61% of our Grade 5 population) currently enrolled. Our school is a dynamic learning community and we offer our young students a vast variety of learning and extracurricular activities, including sports teams, Card Club, Knitting Club, Primary Choir, Talent Show, Bhangra Dance Club, Running club, Library club and intramurals. We have an active PAC, with well-attended meetings, who have been very successful in fundraising to support our swimming program, ice skating sessions, inline skating lessons and theater presentations. Our school has a well-established pyramid of interventions in place to support all students. The implementation of this pyramid was a school goal and has since become a part of the culture at Kandal. See appendix 1. We are lucky to have many volunteers come into our school to help us by working directly with students (individually or in small groups) or helping with the monthly hot lunch program, in the library or in individual classrooms. In addition to this we have an afterschool club that targets at risk learners in small groups. Our school is visually attractive with many examples of student work on the bulletin boards lining the hallways. Students and teachers work very hard keeping our common areas neat, tidy and engaging. Our relatively new facility has a beautiful big library and a well-equipped gym. Our library has been steadily growing over the past 15 years due to the efforts of the school budget, two annual Book Fairs, and the PAC contributions to improve our collection. We have a separate computer lab and we are in the process of making decisions that will guide us over the next few years concerning the aging technology in the school.

The motto of our school is “Teamwork with Pride”. Since the very early days of Dave Kandal Elementary, the staff has always desired to provide the best possible education to our students so that they can experience success and pride in their achievements. This year we brought the Virtues program as well as LEADS into the school. The WITS program is ongoing in our grade three classes . We consider ourselves very fortunate that we have had the support of our parents and our students throughout the years. With all the stakeholders working together, we are proud of our school community and will continue to strive for excellence.

3. Leadership/ Teamwork Dave Kandal Elementary staff has a long history of working collaboratively to achieve long and short-term goals. We encourage staff members to take on leadership roles and contribute to our school culture. Our school timetable includes collaborative blocks for teachers to meet in grade groups. Also built into our timetable are PLC blocks for our 4 Professional Learning Communities. This year our school is one of the designated review sites for learning resources in our school district. Students

active student leadership who organize service and fun activities (examples include food bank, pajama days, helping with assemblies)

monitors: library, office, lunch peer tutoring buddy classes for reading grade one/two class creates links to the community reading with seniors for

the Hallmark Assisted Living Residence (monthly) Parents and community

active well attended PAC meetings to discuss concerns, highlights, and goals High school girls provide an after school basketball camp to girls grades 3-5 Community member sponsors intramurals and assists in coaching basketball PAC organizes family movie nights, subway days and school fundraisers 60 parents participated in Town Hall meeting two parents participate in SPC to review goals and school plan

Staff

Monthly grade group collaboration (scheduled release time) for providing an opportunity to have professional conversations that focus on strategies, resources and student data

Three school based PLC’s focused on reading One district based technology PLC focused on using technology to improve

student achievement Three teachers and administrator are the on the Designated Review Site

Team

Staff provides input, direction and feedback on the school plan at school administration days, professional development days, staff meetings and by email

Fourteen staff members participated in our Schools Town Hall meeting as facilitators and notetakers

Teacher chairs the District’s Punjabi Advisory Committee Library Tech is creating Adrienne Gear Reading Kits and Miriam Trehearne

kits Library Tech sponsors a library club Three Kindergarten teachers are members of a District Kindergarten book

study club Three classroom teachers sponsored student teachers

Administrator

Oversee the school Plan Schedule release time for teachers to meet as a Professional Learning

Community Schedule release time for teachers to meet in collaborative grade groups Allocate budget resources to purchase Adrienne Gear and Miriam Trehearne

books for our book room Allocate resources to purchase a new reading assessment and reading

programs for grades four and five classes Review ESL practices and ensure ministry compliance for funding, ensuring

continuance of our ESL staffing Provide release time, 3 times yearly for ESL and Classroom teachers to meet

regarding student AIP’s , individual ESL levels and learning targets and reporting.

Continue to allocate resources for staff development in ESL strategies with Virginia Rohas (2012)

Continue to allocate resources for the purchase of document cameras and overhead projectors and for the training of teachers in their applications

Member of the district’s ESL Advisory Committee and Punjabi Advisory Committee

Organizes two Book fairs yearly Sponsored TA in training Liaison with district staff in ESL, Curriculum, and Learner Support Services Member of the schools learning resource review team for the district

4. Communication Some of the ways we communicate our progress on our school goals to all stakeholders include: Staff will be engaged in discussions around progress with our school goal:

Data is collected yearly

Discussions at staff meetings, Pro d, and SBT meetings Goal setting and Admin days Staff is involved in monthly grade group collaboration sessions TA’s are included in our goal setting and admin days We have 4 PLC’s in the school supporting our school goal

Students will be engaged in ongoing discussion regarding our progress with our goals:

As part of regular classroom practice Through our monthly school assemblies Through PA announcements

Parents and community will be kept informed of our progress with our goals:

Parent Advisory Committee meetings School planning council meetings Parent teacher conferences School website Teacher Websites School Newsletters

5. Goals and Objectives Goal: to improve Reading Comprehension for all our students Rationale for the Goal: For most of our students, English is their second or third language. This increases the difficulty for achieving reading comprehension and poses unique challenges faced by schools in our demographic area. Competence in English is clearly a factor that influences reading achievement for learners from non-English backgrounds.

254 of our students are from homes where Punjabi is spoken First languages in the home include: Spanish 6), Vietnamese (2), English (23),

other (12) Learning a new language is very complex. Many ESL learners need support to

learn everyday language (BIC – basic interpersonal communication) The relationship between social language and academic language is very

complex. All ESL learners need support in oral language development to gain control over the kind of language needed for schooling and support for oral language proficiency needed to acquire academic language necessary for success in reading comprehension. (CALP – cognitive academic language proficiency)

Only 23 students are from homes where English is the primary language 184 of the students at Dave Kandal receive funded ESL support. This number

does not include our grade 5 learners who still need support but have exhausted the 5 years of support provided by the ministry of Education.

20% of our students went on extended vacations 2010/11 year 45-70 of our students have gone or are on extended vacations yearly

Cohort Data- 2006 through 2011 The cohorts examined in the charts below track a Grade One grouping from their Grade one PM benchmarking level to their Foundation Skills Assessment (F. S. A.) ranking in the reading portion of the assessment.

Primary/Gr.4 Reading % Fully Meeting/Exceeding Tracking 2006 -2007 Grade 1 Cohort

GR. 1 2006/07 PM

Gr. 2 2007/08 PM

Gr. 3 2008/09 PM

Gr. 4 2009/10 FSA reading

All students 38.6 52.5 55.6 57.5 Male 13.6 45.5 55.6 47.8 Female 50 61.1 55.6 66.7 ESL 25 36 45.5 41.7

Primary/Gr.4 Reading % Fully Meeting/Exceeding Tracking 2007-2008 Grade 1 Cohort

GR. 1 2007/08 PM

Gr. 2 2008/09 PM

Gr. 3 2009/10 PM

Gr. 4 2010/11 FSA reading

All students 29 80 74.1 81.4% Male 13.6 73.7 72.7 78% Female 50 87.5 75 85.4% ESL 25 71.4 50 67.4%

Primary Reading/Gr.4 % Fully Meeting/Exceeding Tracking 2008-2009 Grade 1 Cohort

GR. 1 2008/09 PM

Gr. 2 2009/10 PM

Gr. 3 2010/11 PM

Gr. 4 2011/12 FSA reading

All students 67.4 90.9 45.5% N/A Male 72 92.3 50% N/A Female 61.9 88.9 33.3% N/A ESL 62.5 N/A 25% N/A (ESL PM benchmarks were not included in the 2009-2010 grade 2 data!)

Primary Reading/Gr.4 % Fully Meeting/Exceeding Tracking 2009-2010 Grade 1 Cohort

GR. 1 2009/10

Gr. 2 2010/11

Gr. 3 2011/12

Gr. 4 2012/13

Primary Reading/Gr.4 % Fully Meeting/Exceeding PM PM PM FSA reading

All students N/A 90.3% N/A N/A Male N/A 93.3% N/A N/A Female N/A 87.5% N/A N/A ESL N/A 92.3% N/A N/A (ESL PM benchmarks were not included in the 2009-2010 grade 1 data)

Primary Reading/Gr.4 % Fully Meeting/Exceeding Tracking 2010-2011 Grade 1 Cohort

GR. 1 2010/2011 PM

Gr. 2 2011/12 PM

Gr. 3 2012/13 PM

Gr. 4 2013/14 FSA reading

All students 87.9% N/A N/A N/A Male 87.5% N/A N/A N/A Female 88.2% N/A N/A N/A ESL 85.7% N/A N/A N/A

FSA Reading/Gr.4 % Fully Meeting/Exceeding

2006/07 2007/08

2008/09 2009/10 2010/11

All students 85.4 66.7 64.1 57.5 81.4 Male 80 79 60 47.8 78 Female 93.8 55 71.4 66.7 85.4 ESL 86.2 61.5 18.2 41.7 67.4

Nine students out of a total of 44 students did not write the FSA in 2009-2010.

Objective 1 By the end of Grade 3 all Dave Kandal Elementary students will be able to:

identify beginning middle and end of a story use word study skills to read unknown words (match letter sounds,

chunking, word families) make connections decode at grade level make predictions answer basic comprehension questions

Performance Indicators and targets for Objective 1

Our May 2011 targets for our students in Grades 1 through 3

PM Benchmarking: Grades 1 to 3 % of students attaining independent Level in Reading ( 2010) GRADE Spring of 2011 One in progress ( ESL was not included) 75% target Two in progress ( ESL was not included) 75% target Three in progress ( ESL was not included) 75% target

Actions for Objective 1 Actions for all staff:

school has been organized into collaboration grade groups who meet monthly to examine student work, develop common assessments, plan interventions, examine new strategies and resources and respond to students’ needs in a timely manner

primary staff attended a Miriam Trehearne oral language professional development session (14 staff participated this year, 5 last year… all are trained)

collaborate with ESL teachers for planning, assessment, referral for additional services one day set up at the beginning of the term and the second collaboration day at the end of the term to review student progress…. This include the allocation of resources for teacher release to do so

continue to visit the school library weekly in an assigned schedule for a story and book exchange

increase our library collection to include graphic novels at all grade levels increase more content based vocabulary lessons in our ESL blocks continue with reception blocks for students returning from abroad build in fluid ESL blocks that are revisited every term or as needed school has been organized to provide monthly release time for four PLC’s . K PLC- oral language, Technology PLC- student/parent engagement ,

Grade 2 PLC- Adrienne Gear, and Intermediate PLC – academic language

Kindergarten/ Early Learning Actions:

PLC that examines developing oral language skills with a hands on approach Dairy Land program : (8 Weeks) of cooking and tasting different foods from

different food groups “Talking Tables” model weekly language program developed by the K

learning team to specifically target the needs of the students at our site

Read Aloud Letterland Eat our way through the alphabet (we try a new food for each letter of the

alphabet) Provide a large variety of interactive centers (house doctor, coffee shop,

store, pizza place, construction, etc.) One new interactive poem and wall stories per month Utilize the ‘Kindergarten Oral Language Continuum to identify students ‘at

risk’ Buddy Reading Literacy centers Kindergarten teachers develop and use common formative assessments K teachers actively involved in early learning professional development both

locally and provincially ( two of our teachers will be presenting at the provincial conference)

Targeted speech support provided by trained TA’s for K students at risk

Primary Actions:

continue with small group, guided reading program CCC initial reading/ reading readiness (Successmaker) Organize an independent reading program individualized to each students’

current reading level. Use a variety of strategies from Reading Power to help students understand retell what has been read (connecting, questioning and visualizing) Reorganize book room to assess resources and align with need Use phonics games Use phonics reading program Teach strategies that assist students in retelling the beginning, middle and

end of a story Oral reading strategies including class discussions Provide hands-on activities and scaffolding for play to enhance oral language

skills Star assessment is used 3 times per year Model appropriate strategies using daily read aloud and incorporate

opportunities for the modeling of age appropriate self assessment in reading Explore and implement the CARS program to assess reading comprehension

strands (new initiative in collaboration with district staff) Continue to use Success Maker Reader’s Workshop at least 2-3 times per

week to differentiate student practice Set individualized student reading goals (AR) to meet this criteria: 60%

accuracy, # of quizzes set to a specific timeline Provide monthly feedback to students to enable students to select texts at

their current reading level (ZPD) and create reading assessment booklets for sharing with parents

Grade 2 PLC that is implementing Adrienne Gear Reading Powers strategies

Reallocate school resources to provide ESL learners with the additional support from a school based ESL TA

Allocate school resources to the school library with a Library tech to support teachers in the library two days a week and to maintain our collection

Motivate and provide practice for grade one/two students to read aloud by hosting seniors from the Hallmark Assisted Living Residence monthly

Grade 3 Teacher in-service that explores a new reading resource to be used for reading instruction. In service delivered by ESL District ESL helping teacher during in school collaboration time.

Invite the ESL Helping teacher to demonstrate a lesson using the possible resource

Explore a co-teaching model with ESL teachers

Objective 2 By the end of grade 5 all Dave Kandal students will be able to:

Identify main idea and supporting details Understand and use the reading strategies for fiction and non-fiction from

Adrienne Gear’s Reading Power program Increase vocabulary knowledge and usage Demonstrate greater achievement in reading comprehension

Performance Indicators and Targets for Objective 2

F.S.A Reading Assessment GRADE Winter of 2011 Winter of 2012 Grade 4 81.4% 85% target

A Whole Class Reading Assessment Tool Meeting and Fully Meeting GRADE Spring 2011 Spring of 2012 Four 53% 80% target Five 57% 80% target

Actions for Objective 2 In addition to the Actions listed in Objective one Intermediate staff:

Create a library collection to support the teaching of Adrienne Gear Reading Strategies and Miriam Trehearne strategies

Participate in an Intermediate ESL workshop, which was co-planned and delivered by SD34’s District ESL helping teacher specifically designed to meet the needs of Dave Kandal students at the school in grades 4 and 5.

Participate in an ESL workshop that presents Marzano’s recommended model for teaching academic language to ESL students in the classroom

Employ Marzano’s aforementioned model of ESL instruction for academic language in the classroom

Expand a Professional Learning Community that began with the implementation of Adrienne Gear Reading strategies to include the implementation of the Comprehensive Tool Kit by Stephanie Harvey

Introduce and promote a co-teaching model with ESL staff and district staff Collaboratively implement the “ A Whole Class Reading Assessment” as a

new assessment tool and to guide our instruction with the District curriculum helping teacher and grade 4 and 5 learning teams

Collaboratively mark the school reading assessment with the District helping teacher and grade 4 and 5 learning teams

Professional learning community that examines the use of technology in the classroom to increase student and parent engagement to improve student performance

Provide additional support to targeted at risk students with an after school homework club by allocating resources to two school based TA’s for one hour daily

Continue to provide targeted field trips to build vocabulary Alternate between Heritage/Science Fair to build vocabulary Participate in public speaking 2011/2012 school year

Results – progress Overall results indicate that: Students at Dave Kandal elementary demonstrate a constant achievement in reading. Objective 1: PM Benchmarking Targets for all students meeting have been set at 75% as our target for this year. Despite having used a large number of strategies in the past the results have remained constant. Our Grade three and ESL teachers with the support of our district helping teachers in both the ESL and in Curriculum departments are presently exploring the use of a new Reading Program as well as the implementation of a more co-teaching approach with our ESL teachers. Objective 2: The common assessment tool implemented last year failed to provide us with the information needed to clearly measure student achievement in reading. While our teacher observations inform us that there was an improvement, the tool was too complex and subjective to provide useful/specific information on how students have improved. After researching several assessment resources, this year we will be using the “ A whole Class Reading Assessment” Grade to measure concrete targets using pre and post assessments. This will also provide us with more specific information on reading comprehension.

Also our Grades four, five and ESL teachers with the support of our district helping teachers in both ESL and in Curriculum are presently implementing the a new Reading program as well as an initiative for more co-teaching approach with our ESL teachers. This initiative began January 2011.

Helping ALL students Learn Celebrating learning Building self esteem Systematic

intervention Building strong

relationships Early assessment and

prevention

Dave Kandal’s Pyramid of Support (Intervention) (POI) – October 2009