HORIZON SCHOOL DIVISION #205 by jEAi786W

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									      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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