HORIZON SCHOOL DIVISION #205 A Community of Learning and Achieving 2007-2008 UPDATED: 2008-09 2009-10 2010-11 2011-12 2012-13 Lanigan Elementary School Introduction √ Glossary Mission/Vision/Profiles √ Horizon School Division Vision and Commitments √ School Mission and Vision √ School Profile √ Community Profile School Academic Goals and Action Plans √ Literacy √ Math Student Well-Being Goal and Action Plan Curriculum & Instruction √ Program Priorities/Changes √ Teacher/Staff Professional Development/Planning Days √ Out-of-School Educational Experiences Plan √ Partnerships Budget √ Instructional Resources Projections and Summary Guidance Plan Special Education Plan Communication Plan 2 THE SCHOOL LEARNING IMPROVEMENT PLAN Continuous Six keys elements identified by Horizon School Division and Improvement Saskatchewan Learning to ensure a strong learning program Framework and effective supports to learning Schools identify this key element as they determine their planned outcomes Mission A clear and concise statement of a school’s overall purpose and role A school’s reason for existing Gives focus to all the programs and services a school provides for students Vision A vision statement looks to the future and describes an ideal to be achieved Describes where a school wants to be, what its student will have achieved and what its services and programs for students will look like over the longer term Also called a preferred future School Profile Describes the school in its current state Community Describes the community in its current state and identifies Profile resources that may be available to support and enhance student learning and well-being Planned Are measurable results to be achieved (Goals) Outcomes Evidence Indicate what data will be collected to assess achievement of of Impact planned outcomes Provide information for assessing and reporting on progress toward achieving outcomes and results Information from indicators of success may be used to increase public understanding of how well the school is achieving its goals Actions/ Are strategies and actions designated to achieve planned Strategies outcomes and desired results to help us achieve our goal 3 Evidence of Benchmarks along our journey that demonstrate the implementation of our actions/strategies Out-of-School Outlines the educational objectives for out-of-school activities Educational for the upcoming school year Partnerships Highlights targeted areas in which the school is developing and supporting effective partnerships with and among our education community members and organizations to meet the needs of diverse learners Budget Highlights the school’s spending priorities in relation to Goals Guidance Briefly outlines those areas and programs the school is Plan implementing for positive student behavior, conduct and character development Special Outlines the processes school staffs use to determine priorities Education in this area Plan Communication Describes the various tools and strategies used by the school in Plan order to effectively communicate with parents, the community, SCC, Central Office and the Board of Education Appendices Policies/handbooks specific to the school 4 SCHOOL MISSION STATEMENT “The Mission of Lanigan Elementary School, in partnership with home and community, is to develop respectful, responsible and caring life long learners.” Reviewed in: August 2007 August 2008 August 2009 August 2010 August 2011 August 2012 SCHOOL VISION STATEMENT Foundational Beliefs: At Lanigan Elementary We Believe: In the development of the whole person through a variety of educational, extra-curricular, and relational experiences that recognize and meet individual differences. In encouraging individuals towards a future of learning. In challenging individuals to reach their potential. That education of the whole child is a cooperative effort between the school, the home, and the community. In promoting a climate of respect. It is important to provide a safe, caring, supportive environment for all, including the physical facilities. That consistent behavioral expectations and consequences are based on Year Developed: allow for personal growth of all. restitution and 5 Lanigan Elementary School Profile Lanigan Elementary School is a K- 8 school that draws students from the towns and rural surrounding areas of Guernsey, Jansen, and Drake. Lanigan Elementary School has a student enrolment of 227 students, 16.5 teachers and 6 support staff. Kindergarten – 28 Grade One – 27 Grade Two – 26 Grade Three – 22 Grade Four – 20 Grade Five – 18 Grade Six – 30 Grade Seven – 28 Grade Eight - 25 Our school offers a full range of academic programming as well as an extensive extra-curricular program. Our varieties of sports teams are both competitive and non-competitive. Also, our non- athletic opportunities are certainly first-rate and add to the overall educational experience of our children. We provide excellent supports to all students regardless of ability, and pride ourselves in working hard for student success in all aspects of their lives. Our play ground is under-going upgrades that will ensure safety for students of all ages and we are proud that it is used extensively after school hours by the community at large. School Programs and Services Lanigan Elementary School offers K through 8 programs that involve a wide number of academic and extra-curricular programs. The in-class components of the academic program follow the provincial curriculum(s) for regular and adjusted courses of study depending on the individual needs of the student. Full range of regular academic courses as well as adjusted courses as required Multifaceted literacy program 6 K-2 students are immersed in the strategy of the Picture Word Inductive Model Leveled Literacy Intervention for students who need Tier Two or Three reading intervention Read to Succeed Program for students grade 6 and 7 K-2 students immersed in strategy of explicit teaching Grade 3-8 are immersed in the strategy of inquiry Daily In Motion and Physical Education program School wide Virtues Education program Practical and Applied Arts Survey Courses for grade 7 and grade 8 in the area of home economics, industrial arts and technological literacy Individual curriculum adaptations for students with focus on student success Restitution program for behavioral intervention Occupational Therapy Program (office based in school) Speech and Language Program Extended Learning Opportunity Program Resource Center – fully supports curriculum in the realm of Resource Based Learning Educational Excursions to supplement curriculum Counseling supports are available to students if required. A team approach, which includes the parents, school administration, learning resource teacher and educational assistants is utilized to plan and review appropriate programming for students. Goals of the Virtue’s Program The goals of the virtues program are to provide empowering strategies that inspire the practice of virtues in everyday life. The virtues are the very meaning and purpose of our lives. They are universally valued by people of all faiths and cultures. We seek ways to renew and deepen our connection with the values that give direction to our lives. We strive to mentor our children and to build safe and caring schools and communities. Goals of the Restitution Program Restitution is an innovative approach to discipline based on the recognition that young people will make mistakes. Restitution emphasizes positive solutions to problems when they occur, by focusing on how young people can positively correct their mistakes. 7 By using restitution techniques we teach our students a valuable skill they can use for life. Social Skills Development We have staff dedicated to delivering a social skills program to classes and specifically a number of students who have been identified as needing support in this area. The targeted program addresses many of the skills that we often take for granted. Inclusion Lanigan Elementary School believes that inclusionary practices are the most desirable. We believe that students can and do learn best in a regular classroom setting under the guidance of a classroom teacher, however, we do acknowledge that in some instances students may benefit from small group or even one on one instruction. Fundamentally, we believe that all children grow and develop, academically and socially at different rates and in varied environments. We believe that it is our responsibility to provide the necessary support and structures to enable all of our students to grow. At Lanigan Elementary School we have 1.45 FTE allocate to Learning Resource Teacher time for the development and facilitation of our inclusionary model. We also have support for our designated students through Educational Assistants. Occupational Therapy/Sensory Room We utilize the services of an occupational therapist to assist us in programming a range of physical activities to support student learning in and out of the classroom. The OT will also provide programming for students with physical or mobility challenges. In the past this facility has been of great importance when programming for handicapped students. We also utilize the room and associated equipment and activities to support the learning of a number of special needs students who may be identified as ADHD, FAE/FAS or face a variety of other challenges. Speech and Language Development Program We are fortunate to have staff dedicated to the support of speech and language development in students who have been identified as needing support in this area. Our Resource Teachers work closely with our Speech and Language Pathologist to develop and implement programming to further children in this area. 8 Extra-curricular Program Lanigan Elementary School offers a rich variety of extra- curricular opportunities ranging from sports to drama to fine arts. We support student leadership and involvement and believe that many ‘outside of the classroom’ opportunities help us to meet our goals of student growth, engagement and satisfaction. Activities include: Volleyball Golf Flag Football Basketball Curling Badminton Track and field Knitting and Craft Club Drama Showcase/talent show Student Representative Council Grades K-8 Intramurals Student Volunteer Referees for K-3 Intramurals Noon Hour Helping Hands in Kindergarten Library club Safety Patrol World Vision Recycling Program – paper, bottles, juice boxes Swish Dental Health Program Breakfast Program Book Fairs Author Visits Partnerships At LES we believe that an integral component to developing the whole child is to form partnerships within the larger community. In doing so, we maximize the child’s educational opportunities for success. At LES we have formed the following partnerships: Ministerial Association Pound Maker Investments Lanigan Potash Corporation Saskatoon Health Region – Public Health Nurse, Personal Counseling RCMP 9 Social Services Lanigan Central High School Royal Canadian Legion FASD Network Autism Services Abilities Council Alvin Buckwold Center Royal University Hospital Billiton Diamond Drilling Camp School/Community Programs Christmas Program Remembrance Day Program Movin’ On Up Program Telemiracle Fundraiser Terry Fox Run Christmas Food Bank World Vision Communication LES Corner Monthly Newsletter LES Quick Notes Classroom Letters Teacher Websites Three-Way Conferences Students’ Daily Planners Parent meetings LES Web Page on Horizon Web Site 10 Academic Goals: Reading Action Plan – 2012-13 Area of Effective Practice Improvement of Reading Strategies: 1. Letter recognition 2. Increased Vocabulary 3. Increased Comprehension Planned Outcome a. 90% of kindergarten students will recognize their lower and upper case letters with 100% accuracy and sounds with 80% accuracy by the end of May 2013. b. 90% grade one students will increase four or more levels in reading on the F&P Assessment by the end of May 2013. c. 90% of grade two students will increase at least three levels in reading on the F&P Reading assessment by the end of May 2013. d. 90% of the students in grade three and grade four will increase at least three levels in reading on the F&P Reading assessment by the end of May 2013. e. Grade five and grade six will be able to increase their scores on various reading strategies from the Cars and Stars Reading Strategy Program by at least 20% by May 2013. f. 90% of students in grade seven and eight will improve their reading comprehension and fluency by at least two levels or attain a level Z on the F&P Reading Assessment by end of May 2013. Indicators of Success/ Observable Measures/ Planned Strategic Actions 1. Pre-tests will be given in September 2012 for grade one, grade two and grade three. Fontas and Pinnell Assessments will be determined from the prior testing in June for grade four to grade eight. (Instructional Level results will be used.) Pretests from the Cars and Stars Reading Strategy Program for Grade 5 and Grade 6. 2. Assessment of strengths and weakness from the pre-tests. 3. Ongoing assessment to monitor growth. 4. Fontas and Pinnell test will be completed for all students by Nov 1st. 5. Post tests and Fontas and Pinnell Testing will be conducted by end of May 2012. Evidence of Implementation At the end of May 2013 through evaluation of the testing session we will gather data to assess if Goals were met: o Kindergarten: “Upper and Lower Case” letter recognition “Sounds” recognition (This data on separate graph) o Grade 1 – 4: Instructional Level comprehension results from Fontas and Pinnell results are entered on a template for each grade. o Grade 5H – 5/6C: Reading Strategies – Pre-test and Post-Test Data Graphed o Grade 6 – 8 Instructional Level comprehension results from Fontas and Pinnell results are entered on a template for each grade. School Community Council Goals and results are presented to School Community Council on an informational basis. Copy will also be given to update their copy of the LIP. 11 Academic Goals: Mathematics Action Plan – 2012-13 Area of Effective Practice 1. Number recognition 2. Counting strategies 3. Problem Solving 4. Computation of fractions, decimals, and percent Planned Outcome 1. 85% of Kindergarten students will recognize their numbers from 0 – 10 and be able to make their groups using manipulatives with 90% accuracy or more by the end of May 2013. 2. 90% of grade one students will be able to identify numbers zero, one, two, more or less than a given number to twenty by end of May with 80% accuracy. 3. By the end of May, 90% of grade two students will be able to skip count forward and backward by 2’s, 5’s and 10’s up to 100 with 90% accuracy or more. 4. By the end of May, 90% of grade three and grade four students will increase their pre-test mark in the area of problem solving by achieving 80% or higher by May 2013. 5. 90% of grade 5H students will achieve a score of 90% or higher on three digit subtraction questions with regrouping by May 2013. 6. 90% of the grade 5/6C and 6T students will achieve 90% or higher accuracy on basic math facts without the use of a calculator by May 2013. 7. 90% of students in grade seven and grade eight will achieve 80% or higher by the end of May 2013 on computation of fractions, decimals, and percent without the use of a calculator. (Adaptations may exist where students are on adjusted programming.) Indicators of Success/ Observable Measures/ Planned Strategic Actions 1. Pre-tests will be given in September 2013. 2. Assessment of strengths and weakness will be determined from the pre-tests. 3. Teaching to the areas of need will take place. 4. Ongoing assessment to monitor growth. 5. Post test end of May 2013 Evidence of Implementation At the end of May 2013 through evaluation of the post test we will gather data to assess if Goals were met: o Kdg students - number recognition from 0 – 10, grouping using manipulatives o Grade one - identification of numbers zero, one, two, more or less than a given number to twenty o Grade two - skip count forward and backward by 2’s, 5’s and 10’s up to 100 o Grade three and four - problem solving o Grade 5H students - three digit subtraction questions with regrouping o Grade 5/6C and 6T students - basic math facts without the use of a calculator o Grade seven and eight - computation of fractions, decimals, and percent without the use of a calculator. School Community Council Goals and results are presented to School Community Council on an informational basis. 12 Student Well-Being Goal: Action Plan-2012/2013 Area of Effective Practice 1. School Environment 2. Safety and Well-Being 3. In-motion School Planned Outcome 1. Teen-aid 2. Create more opportunities for students to be in-motion 3. Create more opportunities for nutrition 4. Continued focus on Prevention of Bullying Indicators of Success/ Observable Measures/ Planned Strategic Actions 1. Administration has been in contact with Angel Toews the Teen-aid presenter 2. Continue with daily opportunities for student to be in-motion: PED, Sports teams, intramurals, recesses and noon hour plus use of body breaks. 3. Breakfast Program: set up on a regular basis with the serving of toast, 4. Milk Program: investigate the viability of a milk program. 5. Healthy Hot Lunch once a month. 6. Guest speakers for wellness and physical activities 7. Basic First Aid for kids. 8. Results from the Tell Them from Me Survey. Data will be looked at to see what direction we need to go for this school year. Evidence of Implementation 1. Teen-Aid program is held once again 2. More opportunities for students to be in-motion. 3. Breakfast Program, Milk Program get started 4. Healthy Hot lunches are held 5. Guest Presenters 6. Basic First Aid is part of Health/Phys Ed School Community Council The School Community Council will be informed of the plans and directly involved where they can offer this support. 13 CURRICULUM & INSTRUCTION PROGRAM PRIORITIES/CHANGES- 2012/2013 Through our Tell Them From Me, Fontas and Pinnell, and other assessment strategies data LES has determined the following needs for the 2012-13 school year: 1. Picture Word Inductive Model for K – 2 2. Inquiry for Grade 3 – 8 3. Leveled Literacy Intervention Program K-5 4. Read to Succeed Program for Grade 6 and 7 5. Reading Benchmarks Fontas and Pinnell for K-8 6. Focus on Tell Them From Me Survey 7. Continued focus for the Virtues program. 8. Extended Learning Opportunities for students 14 TEACHER/STAFF PROFESSIONAL DEVELOPMENT PLANNING DAYS 2012/2013 Days Topic/Activity 1 August 28 Damian Cooper – All teaching staff 2 August 30/31 Teachers’ Convention – All teaching staff 3 September 20/21 Leading Through Instructional & Learning Excellence - Jenny Jackson 4 September 20 TERT – Brad Knudsen 5 September 24 FSiM – Mandy Penrose, Nadine Jennison 6 September 26 Inquiry TC2– Denise Wilson, Heidi Tan, Teri Herman, Darren Chernishenko, Dawn Hassman, Brad Knudsen, Jenny Jackson, Jeff Stroeder 7 September 27 Technology Lead Teachers – Darren Chernisnenko 8 October 3 Inquiry - Jenny Jackson, Denise Wilson, Teri Herman, Darren Chernishenko, Dawn Hassman, Brad Knudsen, Jeff Stroeder 9 October 3 PWIM – Nadine Jennison 10 October 4 Inquiry – Jenny Jackson, Heidi Tan 11 October 10/11 Explicits – Pat Sherban, Rita Paetsch, Mandy Penrose, Nadine Jennison, Deb Fick, Denise Wilson, Leann Gunther 12 October 16/17 PWIM – Instructional Leadership Support - Nadine Jennison, Leann Gunther, Janice Fansher 13 October 18/19 Middle Years Conference – Jenny Jackson, Heidi Tan 14 October 23 FSIM – Mandy Penrose, Nadine Jennison 15 October 24 CPR – All staff 16 November 1 Self Regulated Classroom Workshop – Janice Fansher, Leann Gunther, Teri Herman 17 November 6 FSiM – Mandy Penrose, Nadine Jennison 18 November 26/27 PWIM – Instructional Leadership Support - Nadine Jennison, Leann Gunther, Janice Fansher 19 November 29 Inquiry - Jenny Jackson, Denise Wilson, Teri Herman, Darren Chernishenko, Dawn Hassman, Brad Knudsen, Jeff Stroeder 20 November 30 Inquiry – Jenny Jackson, Heidi Tan 21 December 5 Track and Field Workshop – Brad Knudsen, Jeff Stroeder 22 February 8 Inquiry TC2– Denise Wilson, Heidi Tan, Teri Herman, Darren Chernishenko, Dawn Hassman, Brad Knudsen, Jenny Jackson, Jeff Stroeder 23 March 5 Inquiry - Jenny Jackson, Denise Wilson, Teri Herman, Darren Chernishenko, Dawn Hassman, Brad Knudsen, Jeff Stroeder 24 March 6 Inquiry – Jenny Jackson, Heidi Tan 25 March 13 TERT – Brad Knudsen 26 May IT Summit – Jenny Jackson, Brad Knudsen, Darren Chernishenko Leann Gunther, Kathy Sandercock 15 OUT-OF-SCHOOL EDUCATIONAL EXPERIENCES PLAN 2012/2013 Grade Level Objectives 3W Saskatoon Children’s Festival 7/8J, 8S Persephone or Globe Theatre – Students will experience live theatre and focus an elements of drama K-8 Lanigan Swimming Pool/Humboldt Swimming Pool – Extension to the Physical Education curriculum 7/8J, 8S Ski Trip - To promote lifelong physical activity and provide opportunity for social growth; enhance through professional lessons, skiing skills in a supervised safe environment. Outdoor pursuits are 15% of curriculum. 5H, 5/6C Mendel Art Gallery – Extend the opportunities for artistic endeavors and experiences. 5H, 5/6C, 6T, 7K, Bowling Jansen or Humboldt– To extend the physical education 7/8J, 8S curriculum and promote life-long physical activity and be in-motion Kdg, 1Pa, 1Pe, Community Visits – Various businesses and areas of our community to 2F further extend themes that are being incorporated. 3W Forestry Farm in Saskatoon – Extend the Science Curriculum 5/6C Lawson Heights Swimming – Extend Phys Ed Curriculum K-8 Skating – Extend the physical activity of students; promote fitness, lifelong activity and in-motion school objectives. Fulfills outdoor pursuits section of the curriculum. 1B, 1Pa Humboldt Museum, green house and bowling: extend curriculums in Social, Science and PED Science Center – Extend Science Curriculum 1Pe, 2F, 3W, 5H, 5/6C, 8S 7/8J, 8S Batoche Fort Carlton – Extend the Social Curriculum 7/8J, 8S Waskesiu – Outdoor Pursuits for the Physical Education Program 5H RCMP Museum and the Western Development Museum – Enhance the Social Studies Curriculum 5/6C Moose Jaw Tunnels – Extension of ELA and Social Studies Curricula 5/6C Royal Saskatchewan Museum - Extend Science and Social Studies curricula 16 GUIDANCE PLAN Comments School-wide Discipline L.E.S. DISCIPLINE POLICY Policy Our ultimate goal is for our students to develop self- discipline. This will be developed through a team approach based on the theories of restitution wherever possible that involves students, teachers, parents, administration and other agencies as required. One of the most important lessons an individual needs to learn is self-discipline and respect. Although it does not appear as a subject, discipline underlies the whole educational structure and is the training that develops self-control, character, orderliness, and efficiency. It is the key to good conduct and proper consideration for people. If students understand the purpose of discipline in school, they may form a correct attitude toward it and not only do their part in making their school an effective place to learn, but also develop the habit of self-discipline. Parents must continue to encourage appropriate behavior at all times. In order for a child to assume responsibility for their actions, the teacher and parent must take on a team approach. Prevention Programs Through our school personal counselor we have set up a program that Positive Behavior promotes older students working with our younger students who are in Support Program need of support on the emotional level and by modeling appropriate Lion’s Quest behaviors. Second Step Lion’s Quest and Second Step are used at the individual classroom level Skill Building Skill Building will be taught to various students who require this need. Teen Aid Teen Aid – Funded by SCC Restitution Restitution is a school wide initiative Virtues Education Virtues Education is a school wide initiative Intervention Programs Tragic Events Response Team offers support in crisis situations. Crisis Intervention LES has a variety of agencies as partners for intervention for individual students and their families. Staff Professional Various professional opportunities are offered throughout the school year in Development various areas for staff to attend 17 SPECIAL EDUCATION PLAN Process used in determining priorities for Resource Teacher support: (In determining priorities consideration should be given to students who would benefit from enrichment as well as those students who require academic/behavioral support.) Lanigan Elementary School believes that inclusionary practices are the most desirable. We believe that students can and do learn best in a regular classroom setting under the guidance of a classroom teacher, however, we do acknowledge that in some instances students may benefit from small group or even one on one instruction. Fundamentally, we believe that all children grow and develop, academically and socially at different rates and in varied environments. We believe that it is our responsibility to provide the necessary support and structures to enable all of our students to grow. At Lanigan Elementary School we have 1.45 FTE allocate to Learning Resource Teacher time for the development and facilitation of our inclusionary model. We also have support for our designated students through Educational Assistants. Process used to refer students to resource teachers for support: At the beginning of the school year teachers were asked by the LRT to identify any areas of concern in academics of their individual students. A form is completed and used to prioritize the needs. Then the procedure as outlined in the Special Education Master Plan is followed.
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