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KB Woodward School Improvement Plan

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Chris Bobrownik

on 25 February 2014

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Transcript of KB Woodward School Improvement Plan

KB Woodward School Improvement Plan
Learning and Working Together
Apprendre et travailler ensemble

Fine Arts
social Development
Positive Behaviour Support
- To foster teacher-driven collaborative inquiry focusing on literacy instruction and assessment for learning.

- To increase the number of students meeting or exceeding expectations in reading.

- To increase the number of students meeting or exceeding expectations in writing.

- To analyze school-wide reading and writing data to determine future directions. This data includes: "RAD", "Benchmarks", "ELPATS", and "FSA" results.

- Reading is a Meaning Making Process.

-Proficient readers construct meaning - they interact with text and use specific cognitive functions to make meaning of the text.

- Strategies: when, why and how to use strategies - teach a range of strategies that trigger the cognitive functions.
- Metacognition: Understanding of how one thinks during the reading process enhances comprehension.

- The goal is to be a strategic thinker, not just a strategy user.

- Gradual release of responsibility: Teacher modeling > Shared Practice > Guided Practice > Independent Practice.
- RAD & School-Wide Write.
- Benchmarks
- Literacy Programs: Developing Readers, Guided Reading Program, Literacy Centres, parent volunteer reading program, Surrey Early Reading Team.
- Indigo Love of Reading Grant
- Early Literacy Teacher
- Home reading programs
- Primary P.E./Literacy Program
- Breakfast Program Literacy
- Kindergarten research initiatives
-To improve instruction and learning through the integration of technology.

-To modernize the technology at our school.
-To improve the integration of technology in classrooms.

-To improve access to technology in the School.
- Technology plays an integral part in the everyday lives of our children.

- Effective technology integration is achieved when the use of technology is routine and supports curricular goals.
- To support 21st Century Learning principles – critical thinking and problem solving; creativity and innovation; communication; collaboration.

- Technology offers educators effective ways to reach different types of learners.
- Two years of District Engaging the Digital Learner series.

- Innovative Learning Designs Inquiry Project.

- High-speed wireless network access.
- Technology improvement is supported by PAC fundraising.

- Class websites are being developed.

- Increased teacher collaboration.

- Substantial and continued technology acquisitions. Including 3 mobile iPad carts, multimedia carts, and printers.
Aboriginal Culture
Authored By KB Woodward Staff:
Angelo Morelli
Juanita Jackson
Rosie Johal
Chris Bobrownik
Fine Arts
Fine Arts
Fine Arts
Fine Arts
Aboriginal Culture
Positive Behaviour Support
Grade 5
Initial Impromptu Writing Results
Grade 2
Initial Impromptu Writing Results
Initial Impromptu Writing Results
Grade 6
Initial RAD Results
K.B.W. 2012/2013
Overall RAD School Report
Initial RAD Results
Grade 7
Initial Impromptu Writing Results
Grade 6
Initial Impromptu Writing Results
Grade 4
Initial Impromptu Writing Results
Grade 3
Initial Impromptu Writing Results
K.B.W. 2012/2013
Overall Write School Report
Grade 7
Initial RAD Results
Grade 4 Initial RAD Results
Grade 3
Initial RAD Results
Grade 2
Initial RAD Results
Grade 5
Initial RAD Results
K.B. Woodward Elementary
Learning Improvement Plan Data

Reading Assessment District 36
Impromptu Writing Assessment
-To strengthen the connection students have to their teachers, peers, classroom, and school.

-To teach students skills to be independent learners.
-To provide students with opportunities for success and leadership.

-To provide students with opportunities to care for their school, care for others, and care for the environment.
- Learning through nature provides opportunities for:
social skill development, physical activity, mindfulness, project based learning, strengthening the connection one has to their school, leadership, developing empathy, learning responsibility, and environmental stewardship. Additionally, it has a natural therapeutic value.
- Students with behavioural challenges lack important skills and need to be taught these skills.

- Students should be educated in the least restrictive environment.
- School garden

- Salmon in Your Classroom project

- Bearded dragon mascot

- Adopt-a-Street program

- Collaborative Problem Solving

- Daily mindfulness activities
- Social skill instruction

- Peer mediation

- Intramural sports

- Daily communication with families
Salmon In Your Classroom Project
School Aquariums
Living Wall
School Garden
KB Woodward Code of Conduct
District Initiatives and Future Direction of Professional Development
Differentiated Instruction
Collaborative Inquiry
Social and Emotional Learning
Assessment for Learning
KB Woodward
Button Blanket
First Nations Tales from the Pacific North West Presentation
- To create an engaging experience that supports the balanced development of the whole student; e.g., intellectual, physical, social, emotional, spiritual.
- To offer students a range of experiences in traditional and contemporary arts, from a variety of cultural and individual perspectives.
the arts involves:
• igniting individual imagination, intuition and emotion.
• understanding and applying the skills, techniques, processes, vocabulary and technologies of the arts.
• creating and presenting individual and collaborative artistic work.
the arts involves:
• honouring the arts as a way of knowing and communicating
• sharing traditions, perspectives and stories
• infusing other subject areas into the arts and infusing the arts into other subject areas.

the arts involves:
• interpreting and responding to artistic work and artistic choices
• examining the arts in personal, historical, cultural and global contexts.
- Classroom Arts activities in the domains of visual, drama and dance

- School wide Spring Musical

- Christmas group performances at Surrey Central Library,

- Participation in: Fine Arts Festival, Dance, Choral and Instrumental Festival

- Assembly Presentations: weekly, Remembrance Day, Christmas

- Band Performances
- Girls choir (60 girls)

- Boys choir (24 boys)

- Visiting artists and presenters

- Theatre groups

- Classroom singing

- School Anthem singing

- Recording of Whole school singing school anthem

- Art Therapy sessions
Susan Beare
Learning Support
- To provide guidance and expertise to classroom teachers in differentiating instruction, assessment, and organization.
- To have a school based team committed to identifying and assessing those students who require additional academic and behaviour supports.

- To enhance assistive technology supports for students with learning disabilities.
- Collaborative teamwork and shared responsibility for improving student achievement.

- Prevention and remediation of learning difficulties.
- Accommodations to learning and/or behavioural needs and teaching English Language Learners.

- Quality assessment practices.

- Supporting differentiation of instruction at the classroom level.
- Direct instructional support

- Indirect service (consultation/collaboration with classroom teachers.

- Individual Education Plan development and implementation

- Annual Instructional Plan development and implementation

- English Language Learner Support
- Reporting on student progress

- School Based Team participation

- Criterion-referenced and norm-referenced

- Research based interventions ("Do the Math", Fontas, and Pinel).

- Assistive technology

- Grade 7 articulation
Learning Support Team
- To advance the literacy achievement
of Aboriginal learners from K-7.

- To increase awareness and understanding of Aboriginal history, tradition and culture for all students
- To enhance Aboriginal student's sense of community so they can be successful.

- To increase the transition rates and graduation rates for Aboriginal students.
- Aboriginal Childcare Worker

- Aboriginal Family Night

- Aboriginal Assemblies

- Aboriginal Parent Lead Art instruction
(1) K.B. Woodward is committed to increasing the number of students who are meeting and exceeding expectations in Reading and Writing.   We are developing a shared and collaborative responsibility towards literacy instruction and formative and summative assessment.  
(2) K.B. Woodward also is moving towards greater access, modernization and implementation of technology in the classroom and across the curriculum.   Our goal is to continually improve instruction and  student learning to prepare them for working and being life long learners in the 21st Century.
School Goals
The K.B. Woodward staff espouses a three tiered Positive Behaviour model of school support covering academics and behavioural facets of student life.
Positive Behavior Model
The STRONG START morning program ( Ministry mandated) is offered to pre-schoolers and their parents. The after school ROOTS program (Royal Bank of Canada funded) serves recently arrived refugee or immigrant children.

We run a BREAKFAST Program ( Community Links funded ) with a literacy and physical activity component.

In addition we have an ATTENDANCE MATTERS program (Community Schools sponsored).

The children benefit from the BC School Fruit and Vegetable Nutrition Program ( BC Agricultural Foundation funded).

Our STARR program, ‘Services to Accress Recreation and Resources’ (United Way funded), offers many in-school events and after school clubs. There is also a BIG BUDDY Program run by Big Brothers.
School Partnerships
Our community partnerships include the frequent involvement of our local Rotary Club, the Lions Club, and an anonymous church congregation. We also continue to align ourselves with several other community partners to provide additional programming for children. Our school hosts (i) a STRONG START pre-school program (ii) a ROOTS after school program (iii) a daily homework club managed by the Surrey Central Learning Centre senior students and their staff.
School Partnerships
Our school, built in 1956, has very spacious bright classrooms and numerous small offices are available for LST, counseling and partnership groups. In 2008/2009, the school was seismically upgraded and in 2010/2011 whole school mechanical upgrade and complete office renovation were completed.
…More About KB
Although the community has historically been considered an economically vulnerable zone, much recent urban planning, many urban improvements and the increasing appearance of new housing construction in the school’s vicinity is gradually transforming the area.
K.B. Woodward Elementary School is located in the Surrey Central/ Gateway Area at 106th Ave and 132nd Street. Our student population is approximately 500 and is expected to climb in the upcoming years. We are a dual track school offering a late French Immersion Program for grades 6 and 7. We host a District Social Development class of ten children. Our school is multi-culturally enriched by significant numbers of ELL learners, and we have noteworthy numbers (about 23) of different languages spoken in the homes of our children.
K.B. Woodward also welcomes close to 80 children of aboriginal heritage. Annual Aboriginal Family Evenings are held with traditional songs, drumming, dance, story telling and foods.
School Context
To increase the use of Universal, Targeted and Intensive practices/supports to increase the Social and Emotional and Academic growth of all students at K.B. Woodward.
To increase the understanding of a Positive Behaviour Support (PBS) framework with all staff in order to make this a sustainable practice at K.B. Woodward.
- Positive Behaviour Support is an alternative to Traditional Behaviour Management. The premise of PBS is that it changes the structure and environment around a student – Universal Practices.

-PBS is proactive – it changes the adults’ behaviour first.
- PBS prevents problem behaviour from ever occurring - Universal Practices.

- PBS provides the structure for support staff to teach new behaviour/social skills if still needed

– Targeted/Intensive Practices.

- Use of PBS increases Academic Success for all learners.
Three Tiered Model of Positive Behaviour Support

1. Most Students (80-85%) benefit from a Universal System of School-Wide Support (Structure, Routines, Predictability, Expectations, Code of Conduct, etc).

2. A Small Group of At-Risk Students (5-15%) benefit from Targeted Classroom/School Supports including goal-setting, mentoring, collaborative problem solving (CPS), and direct instruction of social skills.
3. A Few At-Risk Students ((1-5%) benefit from Intensive Individualized Supports (Team Assessment and Positive Planning – TAAPP (Functional Behaviour Assessment/FBA), Positive Behaviour Support Plans that teach and reinforce new skills*
*Planning looks at the Setting events in a student’s life (diagnosis, Reactive Attachment, Environmental conditions, etc), antecedents that may trigger behaviour, and Conditions that may purposely or mistakenly reinforce a behaviour

- Social Scaffolding
La classe d’immersion française
Objectifs de
La classe d’immersion
Principles of
La classe d’immersion
Structures de
la classe d’immersion
- Comprendre le français

- Parler français
- Apprécier la culture francophone
French is, with English, an official Canadian language. Learning French can also be, for many reasons, an asset.

Research has demonstrated that students in French immersion programs draw the following benefits:

1.Develop their listening skills, focus and concentration.

2.Increase cognitive abilities to understand complex and abstract concepts.

3.Enhance their abilities to communicate in their first language.

4.Learn tolerance, insight and understanding of other cultures.

5.Strengthen their problem-solving skills
This program opens many academic, cultural and career options. Some areas where French is an asset includes tourism, the diplomatic service, politics, teaching, research and marketing. Today, 30 percent of all job postings for federal public service require the applicant to be fluent in both English and French.
- Imitation du professeur et répétition.

- Pratique orale et écrite de la langue.

- Jeux en classe.
- Utilisation de la technologie (internet, jeux vidéo, Twitter…)

- Arts (films, musique…)

- Cultural Exchange
La classe d’immersion française
Samuel Couix
KB Woodward School
Division 2 Band
Girl’s Choir
Grade 7 Band
Grade 1 Art
Boy’s Choir
School Wide Bulletin Boards Highlight Student Art Work
- Average Score: 41/67 (61%)
- Lowest score: 4/67 (5%)
- Highest score: 67/67 (100%)
- 17 out of 56 students scored 51% or below
- 8 of these 17 students work daily with an LST teacher
- 9 of these 17 students are not seen by an LST teacher.
Summative Test Results
- Short and long vowel sounds
- CVC words (eg. “sun”)
- Sight words (3 categories: pre-primer, primer, and grade 1)
- Leveled grade 1 reading package (marked using running record)
- Printing assessment (unmarked)
The Test Examined:
56 Grade 1 students were tested from 3 classrooms.
February CVC Words, Sight Words and Reading Assessment
Grade 1 Summary
February 2013
FSA School Reports are available online:

FSA Results
Foundations Skills Assessment
School-wide Leadership
Student Leadership Organization
5 reasons why music education rocks:

1. Music boosts brain power – It stimulates parts of the brain that are related to reading, math,
and emotional development.

2. It improves memory – Music stimulates different patterns of brain development that can improve their learning ability and memory.

3. Music teaches patience – When playing an instrument in a group, you have to work together
and that sometimes means waiting your turn to play.

4. It helps children socially – Picking up an instrument and participating in a group can help a child break out of their shell.

5.Music teaches discipline – When playing an instrument, you not only have to practice in class but also at home on your free time
June 2013 ELPATS at KB Woodward

- 62 Kindergarten students were tested in January

-32 Students were considered “at risk for Phonemic Awareness” (52%)

- 30 Students were considered NOT at risk (48%)

- The average ELPATS score was 28

-14 students had scores of 40 or greater (23%)

January 2013 ELPATS at KB Woodward

- The ELPATS is an assessment tool used in the early Primary years.

- It is designed to identify students who are experiencing difficulty in the acquisition of phonemic awareness skills and to guide literacy instruction in Kindergarten and Grade One classrooms.

- The four components of phonemic awareness that are assessed are: rhyme, syllables, segmenting sounds, and blending sounds.

What is the ELPATS?

KB Woodward Elementary: January 2013

Early Literacy Phonemic Awareness Test Surrey

- The number of “at risk” students dropped from 52% to 3%

- The number of students NOT at risk rose from 48% to 97%

- The average score rose 13 points

- The number of children with scores in the 40s rose from 23% to 71%

Changes from January 2013 to June 2013

From January 2013 until June 2013 the Kindergarten teachers, along with the Early Literacy Teacher, directly taught phonemic awareness skills to their classes both in whole group and small group settings.

All Kindergarten children participated in the Links to Literacy program which teaches phonemic awareness skills in a systematic fashion. It targets children who are struggling and provides more direct instruction to those students.


- The ELPATS is a 45 question survey and the highest score a child can receive is 45.

- Children scoring UNDER 27 are considered “at risk for Phonemic Awareness”

- Children scoring between 27-33 MAY be “at risk” (teacher judgment) and those scoring 34 or over are NOT at risk.

Interpreting the ELPATS

- 62 Kindergarten students were tested in June

- 2 Students were considered “at risk for Phonemic Awareness” (3%)

- 60 Students were considered NOT at risk (97%)

- The average ELPATS score was 41

- 44 students had scores of 40 or greater (71%)

Background music recorded live at KB Woodward Spring Musical 2013.

- respect and affirm positive relationships between local Aboriginal families and communities, and the district;

-foster shared decision making between the district and local Aboriginal peoples and communities;

-develop a better understanding among school and district administration, teachers, and support staff of the contemporary and historical issues that may impact the achievement of Aboriginal learners;

- educate all learners about the history and culture of Aboriginal peoples;

- foster an environment that supports Aboriginal learners to develop a positive personal and cultural identity;

- promote learning opportunities relevant to Aboriginal learners;

- focus on the strengths that Aboriginal learners bring to the education system;

-celebrate the achievement of Aboriginal learners.
For more information:

CR4YR website:

‘When Teachers Help One Struggling Reader,
the Whole Class Succeeds’:

Examples of some of the inquiry questions across the province:

-What happens when students have increasing opportunities to choose from books that match their interests, passions and skill level?
-How will teaching comprehension strategies, specifically visualizing and connecting, affect student learning?
-What differences do I notice in student engagement and confidence as readers and learners when I incorporate Aboriginal content?
-How does the use of writing, combined with ‘just-right’ books, help to develop reading skills?
-How do I help students develop self-monitoring strategies? How do these strategies affect their ability to sustain their reading for longer periods, as well as their understanding?
-How do Literacy Centres support early reading development?

CR4YR’s first year results are in:
-86% of the 9000 students involved in CR4YR are now reading at grade level.
-Of these 9000 students, teachers identified one child whose reading they were concerned about.
-94% of the 420 students identified by teachers have improved and 20% are now reading at grade level.

Since Fall 2012, this initiative has involved:
-9000 students in K-3 classrooms across the province
-600 educators
-66 early reading learning teams in 59 school districts
-420 in-depth case studies focused on many of B.C.’s most vulnerable readers

The Goals of the CR4YR Initiative are to:
-Provide opportunities for educators to collaborate and apply effective literacy strategies.
-Continue to build a teaching culture focused on improving reading results for all children.
-Use current literacy research to foster reading success.

What is CR4YR?
A province-wide initiative to increase the number of B.C. children who are engaged, competent readers and experience the joy of reading.

K.B. Woodward is one of the many B.C. schools involved in the CR4YR initiative.
The Kindergarten classroom teachers, along with the Early Literacy Teacher, are now in their second year of the project.

Changing Results for Young Readers

Lindsey Scott
An additional 5 + leadership teams are created to match student’s interests. These teams can include; School newspaper, Spirit Days, Litter pick-up, Poster Club, Breakfast Club Leaders, Recreation Leaders, and Lunch Bin Collectors.

K.B. Leadership

On an average year over 90 students participate in Leadership Teams throughout the school year.

All of the leadership teams are a way for children to express and create a deeper connection to the school, peers and community while experiencing and practicing positive citizenship.

K.B. Woodward provides their students with in-school leadership opportunities that the children may volunteer for. These leadership opportunities consist of 6 core leadership teams that play an important role in the operation of the school. These core leadership teams consist of; Announcements, Assembly Set-up, Lunch Monitors, Recycling, Door Conductors and Attendance.

Classroom Displays

We have explored a variety of resources and programs that will hopefully improve our teaching practice and influence our future strategies.
Calm, Alert and Learning by Stuart Shanker
The Zones of Regulation by Leah M. Kuypers
The Mind-Up Curriculum

New Learning: Our Research

-Many students seem to experience emotions in extremes (extreme happiness, anger, sadness, etc.).
-Many students lack emotional resilience (when something affects them it throws off a good portion of their day).
-Many students need to improve their self-esteem based on an awareness of personal efforts and achievements.
*As mentioned in the book, Calm, Alert and Learning by Stuart Shanker, these are three key attributes of the emotional domain.
*We set out to shift these trends in our classes throughout the course of the year.

Evidence we collected

KB Woodward Progress Report Fall 2013
Grade 3 Teachers: Kelly Smitas and Janine Yee

Spirals of Inquiry Model

Do the trends change as our students learn to be more mindful? Do they spend more time in the “green” zone? How have the climates in our classrooms shifted as students learn about the “zones of regulation” and techniques for self-regulating? What students do we notice the biggest changes in?

Evidence of Student Learning

1) Introduce “Zones of Regulation” through 6 lessons. This will teach students about 4 “emotional zones” by using colours (blue, green, yellow, red). It will create a common language within the classroom and inform students on strategies for self-regulating when they feel out of control. By week 4, students will be required to reflect on how the feel and fill in a daily check-in book.
2) Introduce the “Mind-Up” curriculum in January.

Taking Action: What will we do differently?

We believe this is happening for the following reasons:

-Some students may be lacking effective role-models to teach them emotional regulation techniques.
-Many students in our classes have labeled themselves as “trouble-makers”, which has a negative impact on their self-worth.
-Students spend increased time playing video games and less time interacting with their family and friends.

Hunch: Why is this happening? How are we contributing?

What do I check for? What will I focus on?
Our scanning has shown us that many students in our classes can benefit from an improvement in their ability to self-regulate their emotions.


Walk to School Routes

Home Reading Certificate

Hallway Bulletin Board

Hallway Bulletin Board

Home Reading Program

KB Woodward

Hallway Art Displays

Informational Bulletin Boards

KB Wildcats
Diaz Kambere
All participating staff
Marcher à l'école
Student Art
KB Library

The library happily reports busy student traffic scanning out all kinds of books.  The most popular titles are Lego Ninjago, Diary of a Wimpy Kid, especially the latest release, "Hard Luck", Geronimo and Thea Stilton, and everything Pokemon. 

Library Report

Students who come in very often (the library is open every day after school except Wednesday) can receive a coveted 'gold card' pictured here.  A gold card enables the holder to scan out 5 books at a time and read even more!  Read on everyone!

Gold Card

KB Woodward Adopt-A-Street Program
STARR Leadership Program
Janine Yee
Kelly Smitas
• All children learn in different ways and at different rates.

• Teachers respond to this understanding by knowing their students and providing appropriate tasks and activities to maximize learning for all children.

• Differentiation involves the interweaving of continual assessment, quality curriculum, flexible groupings, respectful tasks, and all students working at a level of complexity just above their individual comfort levels.

• A process in which teachers come together to examine their own educational practice systematically and carefully.

• Inquiry groups explore critical questions about student learning needs within a supportive team environment; teams work together to narrow the question, gather and analyze evidence, determine action steps and share their findings and recommendations.

• Inquiry deepens understanding and ultimately impacts teaching and learning.

• At KBW, we currently teachers inquiring into the effects of implementing the Zones of Regulation program on student engagement.

• Formative assessment is an intentional process used by teachers and students to gather, interpret and respond to evidence of learning, with the purpose of improving student learning.

• This process engages students in learning how to learn and how to manage their learning; it engages teachers in knowing their students individual strengths and challenges and guides their instructional practice to meet individual needs within the group.

• Six key practices guide this process: clear learning intentions, generating and providing criteria, questioning, providing descriptive feedback, engaging in self and peer assessment, student ownership of their learning.

• At KBW we have a group of teachers participating in the District supported “Dinner Series” exploring AFL practices in their classrooms.

Developing Social-emotional competence is key to success in school and in life; emotions affect how and what we learn.

Important SEL skills and knowledge can be explicitly taught, enabling children to become self-aware and to self-regulate.

At KBW, Teachers are successfully implementing the following SEL programs: Mind-up, The Zones of Regulation, and Friends for Life.

Funky Word Hunt - words and letters are everywhere, you just have to find them! Students set out in search with their Funky Word glasses that help to make letters & words POP out at you! Once found, they write down their Funky Words in their Funky Word Notepad.
Freddy the Fly - he loves to land on different parts of the body! He'll shoo away, but not before students develop their oral language skills by identifying the body part and putting it into a proper sentence.
Our role is founded in current research that emphasizes the effectiveness of small groups in allowing students the opportunity to both 'think' and 'do' and the importance of incorporating joy into the process of literacy and numeracy development.

The Early Literacy/Numeracy Teacher works collaboratively with Kindergarten and Grade 1 classroom teachers to provide play-based, explorative learning opportunities for students. Structured by small group work, we focus on and build from the strengths of the students through strategic, focused support.

Early Literacy and Numeracy Teachers

Alphabet Soup - after reading a story, we like to continue by making our own pages, using our imagination to add on to the adventure. No pencil and paper here! We like to use fun manipulatives, like magnetic letters, dry erase boards, or word tiles!
Students learn how to recognize patterns and create their own using coloured beads and links.
Matilda the Munching Monster - she loves when students feed her yummy letters, but not before correctly identifying the letter's name, sound, and words that begin with it!

Students feel as though they are getting to 'play' while they are developing their oral language, phonological awareness, concepts of print, letter names & sounds, name writing, and mathematical reasoning in authentic and meaningful ways.
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