School Goals Report Lynn Hufnagel, Cheryl Dalziel, Lisa Beals, Marsha Nicholson. Due Dates: School Goals - Calendar of Events

Transcription

1 School Goals Report School: School Chairperson(s): School Team Members: School Principal: Parkdale Elementary School Faber MacDonald Lynn Hufnagel, Cheryl Dalziel, Lisa Beals, Marsha Nicholson Lynn Hufnagel Due Dates: School Goals - Calendar of Events Supporting Documents: School Goals Supporting Documents Reeves Quartiles: According to The Leadership and Learning Centre, percent increases should reflect the following: Student achievement in the 1st quartile (<25%), the percentage increase should be at least 20% Student achievement in the 2nd quartile (25-49%), at least 12% Student achievement in the 3rd quartile (50-74%), ~7% Student achievement in the 4th quartile (75-100%), ~4% High Quality Education - Literacy and Numeracy Goals Literacy and Numeracy Achievement Instruction and Assessment Professional Learning, Development and Growth Grades K-3 Reading Smart Goal: Parkdale school will increase the number of primary students meeting grade-level expectations in reading from 48% to 74% by June 2019 as measured by the Primary Literacy Assessment Data. Specifically Grade 1 Cohort will increase the number of students meeting grade level expectations in school reading records from 58% to 79% by June 2019, using Reeves Quartiles. Specifically by June %, June %- and June %. Grade 2 Cohort will increase the number of students meeting grade level expectations in school reading records from 68% to 83% by June 2019, using

2 Reeves Quartiles. Specifically by June %, June %, and June %. Grade 3 Cohort will increase the number of students meeting grade level expectations in school reading records from 81% to 93% by June 2019, using Reeves Quartiles. Specifically in June %, June %, and June %. Collaborative Inquiry Question:How will the BIG 3 improve student reading achievements and support teachers in teaching reading and comprehension strategies? Data Sources: Provincial Literacy Assessment 2016, as well as for the specific cohort information data was taken from Parkdale school Running Record Data in June Action or Strategy: Teachers will be trained and implement the Big 3 teaching practices in their classrooms for a structurally significant area. Timeline (start and completion dates): September 2016 to June ) Sept 1st - Parkdale administration shared with staff what the Big 3 could look like in a structurally significant area in reading. 2) Sept 23rd -Staff attended Provincial learning day, that was specific to their grade level and subject, to learn more about the Big 3 3) Sept 26th - Staff assembled into small groups and shared what their learned from their Professional Learning Day, and discussed how they could implement one of the Big 3 into their pedagogy. 4) Nov 10 - Staff attended Sandra Herbst workshop on the Big 3. 5) Nov 21 - Staff assembled into small groups and discussed what they learned from Sandra Herbst and how they could implement it in their pedagogy. 6) Nov 28- Staff members shared how they have been implementing the Big 3 in their classroom. Staff shared specifically on how they have implemented Co-Constructed Criteria and Descriptive Feedback. 7) Jan Primary staff each spent 0.5 of a day to be trained on how to focus on the Big 3 when implementing foundational learnings in their classroom Action or Strategy: : To develop mastery in the reading workshop model. Timeline (start and completion dates): January 2017-June 2018 Action Result Updates 2016/2017 1) Kits for Grades K-3 have been purchased (Nov 2016).

3 2) Dec-January - Elementary staff are reading through the kits, and becoming familiar with them. 3) Feb 1 - Elementary staff were given time to begin reading the kit and to go through the support documents. 2017/2018 1) Oct 4 - Team meeting with K-3 teachers to discuss Lucy Calkins "Inside the Minilesson", found in the 'Guide to the Common Core Writing Workshop" book. 2) Oct 27 - Team meeting with K-3 teachers to discuss and implement readers workshop model. 3) Nov 9-15 K-3 staff met with Literacy Coach for 0.5 of a day to review, reflect and learn about best practices with Lucy Calkins 4) Nov 15 - Team meeting with K-3 teachers to discuss and plan for Lucy Calkins idea of Shopping for Books 5) Nov Literacy Coach spending time in K-3 classroom Launching Readers Workshop and modeling what the readers workshop model looks like. 6) March 14, 15 and 20. Literacy Coach spending time with K-3 teachers reviewing Action or Strategy: Teachers will be trained in reading foundational learnings. Timeline (start and completion dates): November June ) Nov 18 - K-3 Staff met with Literacy Coach to begin the training on LA Foundational Learnings in reading 2) Dec 2 (PM) - K-3 Staff reviewed LA foundational learnings. 3) Jan K-3 staff attended an in-service (0.5 of a day each) on reading foundational learnings, hosted by the Literacy Coach. 4) April 28 - K-3 staff attended an in-service on reading foundational learnings, hosted by the Public School s Branch. Action or Strategy: Data collection of reading records scheduled three times a year or as needed to determine student reading comprehension. Timeline (start and completion dates): Nov- June 2018 Action Result Updates (include the date for each entry) 2016/2017 Data 1) Reading records were collected in November The results for Grades 1-3 are as follows

4 59% of students are meeting expectations for reading at this point in the year. 24% of students are approaching expectations for reading at this point in the year. 17% of students are experiencing difficulty for reading at this point in the year. 2) Reading records were collected in February. The results for Grades 1-3 are 68% of students are meeting expectations for reading at this point in the year. 19% of students are approaching expectations for reading at this point in the year. 13% of students are experiencing difficulty for reading at this point in the year. The results for Grade K 17% of students are meeting expectations for reading at this point in the year. 35% of students are approaching expectations for reading at this point in the year. 48% of students are experiencing difficulty for reading at this point in the year. 3) Reading records were collected in May. The results for Grades 1-3 are 80% of students are meeting expectations for reading at this point in the year. 5% of students are approaching expectations for reading at this point in the year. 9% of students are experiencing difficulty for reading at this point in the year. 6% of students were exempted because of EAL (English as an Additional Language) The results for Grade K 54% of students are meeting expectations for reading at this point in the year. 17% of students are approaching expectations for reading at this point in the year. 29% of students are experiencing difficulty for reading at this point in the year. 2017/2018 Data Action Results Updates (include the date for each entry) 1) Reading records were collected in November The results for Grade 1-3 are as follows. 66% % of students are meeting expectations for reading at this point in the year. 16% % of students are approaching expectations for reading at this point in the year. 18% % of students are experiencing difficulty for reading at this point in the year. Grades 4-6 Writing Smart Goal: The 2019 Provincial Assessment and school based data results will demonstrate an increase in the percentage of students in grades 4-6 achieving at levels 3 and 4 in all three writing traits (ideas, organization and conventions) from 42% to 68% as measured on the Provincial Elementary Literacy Assessment. Specifically, The grade 4 cohort class will increase their moderated marking assessment results in all three writing traits from 27% to 58% by June 2019 using Reeves Quartiles. Specifically by June %, June %, and June %.

5 The grade 5 cohort class will increase their moderated marking assessment results in all three writing traits 55% to 69% by June 2018 using Reeves Quartiles. Specifically by June % and June %. The grade 6 cohort class will increase their moderated marking assessment results in all three writing traits 56% to 63% by June 2017 using Reeves Quartiles. Collaborative Inquiry Question: How can our students become more skillful writers in all three traits of ideas, organization and conventions through the implementation of learning goals (Foundational Learings), Success Criteria and descriptive feedback? Data Sources: Provincial Elementary and Primary Literacy Results from 2016, and June 2016 moderated marking data from grade 3, grade 4, grade 5.. Action or Strategy:Teachers will be trained and implement the Big 3 teaching practices in their classrooms for Writing in an instructionally significant area. Timeline (start and completion dates): September 2016 to June ) Sept 1st - Parkdale administration shared with staff what the Big 3 could look like in a structurally significant area in writing. 2) Sept 23rd -Staff attended Provincial learning day, that was specific to their grade level and subject, to learn more about the Big 3 3) Sept 26th - Staff assembled into small groups and shared what their learned from their Professional Learning Day, and discussed what they could do to implement one of the Big 3 into their pedagogy. 4) Nov 10 - Staff attended Sandra Herbst workshop on the Big 3. 5) Nov 21 - Staff assembled into small groups and discussed what they learned from Sandra Herbst and how they could implement it in their pedagogy. 6) Nov 28- Staff members shared how they have been implementing the Big 3 in their classroom. Staff shared specifically on how they have implemented Co-Constructed Criteria and Descriptive Feedback. 7) Jan Elementary staff each had 0.5 of a day to be trained on how to focus on the Big 3 when implementing foundational learnings in their classroom. 8) April 28 - Elementary staff attended in-service on writing foundational learnings, hosted by the Public Schools Branch ) Nov 20- Staff reviewed the Big 3. As administrators complete their Walks and Talks, they will be talking to students about the Big 3.

6 Action or Strategy: Teachers will be trained in writing Foundational Learnings. Timeline (start and completion dates): November 2016 to June ) Nov 18 - Grades 4-6 staff met with Literacy coach (Charlene Peters) to begin the training on LA Foundational Learnings in Writing. 2) Dec 2 (PM) - Grade 4-6 Staff reviewed LA foundational learnings in writing. 3) Jan Grade 4-6 staff each attended 0.5 of a day on LA foundational learning in-service, put on by the literacy coach. 4) April 28 - K-3 staff attended an in-service on writing foundational learnings, hosted by the Public School s Branch ) Nov 6th - Staff examined FL s in LA for the purpose of using them in Academic Learning Plans. 2) Oct 25 Grade 4-6 Team Meeting on how to evaluate Recount Papers using the Recount Rubric and considering Foundational learnings. Action or Strategy: To develop mastery in the writing workshop model, using the Lucy Calkins Kits. Timeline (start and completion dates): January 2017-June ) Teachers will explore the skill sets of the writing workshop model, through the Lucy Calkins Reading Kits. 2) Kits for Grades 4-6 have been purchased (Nov 2016). 3) Feb 1 - Elementary staff were given an hour to begin reading the kit and to go through the support documents. 4) May -Primary staff spent 0.5 day each working with Literacy Coach on analyzing and planning to implement Lucy Calkins workshop model for September ) Oct teachers met and decided to focus on Lucy Calkins Writers Workshop for the school year, Action or Strategy: Data collection of writing samples scheduled three times a year or as needed to determine student writing levels in Ideas, Organization and Conventions. The rubrics used are based upon end of year expectations. Timeline (start and completion dates): Nov- June 2018

7 2016/2017 1) Writing samples were collected in October. The Prompt was a recall about Thanksgiving Day weekend. The results for 4-6 are as follows. 20% of students are meeting expectations for writing at this point in the year. 72% of students are approaching expectations for writing at this point in the year. 8% of students are experiencing difficulty in writing at this point in the year. 2) Writing samples were collected in January. The Prompt was a Persuasive writing piece for % of students are meeting expectations for writing at this point in the year. 46% of students are approaching expectations for writing at this point in the year. 0 % of students are experiencing difficulty in writing at this point in the year. 3) Writing samples to be collected in May. The Prompt is a Recount writing piece for % of students are meeting expectations for writing at this point in the year. 19% of students are approaching expectations for writing at this point in the year. 6.5 % of students are experiencing difficulty in writing at this point in the year. 2.5% of students were exempted because of EAL (English as an Additional Language) ) Writing samples were collected in October The Prompt was a recall about Thanksgiving Day weekend. The results for 4-6 are as follows. 46% of students are meeting expectations for writing at this point in the year. 46% of students are approaching expectations for writing at this point in the year. 8% of students are experiencing difficulty in writing at this point in the year. Grade 4-12 Numeracy Smart Goal: Parkdale school will increase the number of elementary students meeting grade-level expectations in the Elementary Math Assessments from 73% to 88% by June Collaborative Inquiry Question: How can our students improve their math results in all areas of math, through the implementation of learning goals (Foundational Learnings), Success Criteria and Descriptive Feedback? Data Sources:Provincial Elementary and Primary Math Assessment results from Action or Strategy: Teachers will be trained and implement the Big 3 teaching practices in their classrooms for math, in an instructionally significant area. Timeline (start and completion dates): November June 2018

8 ) Sept 1st - Parkdale administration shared with staff what the Big 3 could look like in a structurally significant area in Math. 4) Sept 23rd -Staff attended Provincial learning day, that was specific to their grade level and subject, to learn more about the Big 3 5) Sept 26th - Staff assembled into small groups and shared what their learned from their Professional Learning Day, and discussed what they could do to implement one of the Big 3 into their pedagogy. 4) Nov 10 - Staff attended Sandra Herbst workshop on the Big 3. 5) Nov 21 - Staff assembled into small groups and discussed what they learned from Sandra Herbst and how they could implement it in their pedagogy. 6) Nov 28- Staff members shared how they have been implementing the Big 3 in their classroom. Staff shared specifically on how they have implemented Co-Constructed Criteria and Descriptive Feedback 7) Feb 21,22,23 - Elementary math teachers attended a 1 day math workshop on the Big 3 and Math Foundational learnings. 8) April 28 -Elementary staff attended in-service on implementing the Big 3 teaching practices into math outcomes, hosted by the Public Schools Branch ) Nov 20th - Staff reviewed the Big 3. As administrators complete their Walks and Talks, they will be talking to students about the Big 3. Action or Strategy: Teachers will be trained in math foundational learnings Timeline (start and completion dates): February 1, June ) Sept 23- Math teachers were shown what the foundational learnings are in their specific grade level 2) Oct 3 - Meeting on Math Foundational Learnings. Staff were shown the support documents for Math FL s and how to use them. Specifically Check-Ins, FL s deconstruction documents, tracking sheets and Quizzes. 3) Dec 2 (AM) - Staff reviewed Math foundational learnings from 1-6. Staff re-examined the different support documents and discussed what mastery could look like. 4) Feb 21,22,23 - Elementary math teachers attended a 1 day math workshop on the Big 3 and Math Foundational learnings 5) April Math teachers administered Quiz #1 of the Math Foundational Quizzes for each grade level and recorded student answers in Tracking Sheets. 6) April 24 - Staff met to review Quiz #1 test results. Staff analyzed class results and determined which outcomes needed whole class reachback and which outcomes needed reachback for small group instruction. Teachers planned timelines and organized resources to complete the reachback before

9 administering Quiz #2 by Math 26th. 7) April 28th - Elementary teachers attended math inservice on foundational learnings, hosted by the Public Schools Branch. 8) May Math teachers administered Quiz #2 of the Math Foundational Quizzes for each grade level and recorded student answers in Tracking Sheets. 9) May 30 Staff met to review Quiz #2 results. Staff analyzed class results and determined which outcomes needed whole class reachback and which outcomes needed reachback for small group instruction. Teachers planned timelines and organized resources to complete the reachback before the end of June ) Nov Math teachers met with Numeracy Coach 0.5 day each to review Math FL s, Math FL support documents, and reviewed the website learn.edu.pe.ca.. With assistance of Numeracy Coach, teachers began creating their own placemats for specific Math FL s. 2) March Math teachers to meet with Numeracy Coach (0.5 day each) to review Math FL s, SAS profile and math workshop model. Action or Strategy: To develop additional resources to assist students not meeting grade level outcomes in math. Timeline (start and completion dates): Sept June ) Aug 30, Jump Math Program purchased for math teachers to use as an additional resource to support students not meeting grade level outcomes in math. 2) Sept 11, Math teachers provided with the Jump Math Program and explained how the resource is set-up and organized. 3) Nov 27, Leaps and Bounds Math program purchased to use for Math Teachers to use to support students not meeting grade level outcomes in math. Once teachers become comfortable with the Leaps and Bounds math program, the Jump Math program will be used just for Math Resource. Public Confidence - Supporting High Quality Education Goals Community Engagement Stakeholder Partnerships Communication Smart Goal: Parkdale school will increase the number of parents/guardians engaged in school events to enhance student achievement by June Collaborative Inquiry Question: Goal -> How can Parkdale School increase the number of parent/guardians who attend school events such as Home and School.

10 Goal-> How can Parkdale School increase the number of parent/guardians who attend school events, such as Numeracy Nights, Literacy Night and Volunteers to promote and enhance student achievement. 2017/18 Goal ->How can Parkdale School increase the number of parent/guardians who attend school events such as Meet the Teacher, Parent/Teacher Interviews. Data Sources: 2016/17 Data will be collected over the course of the year on the number of parent/guardians attend Home and School Meetings. Action or Strategy: Have parents sign up on Meet the Teacher to represent their grade at a Home and School Meeting Timeline (start and completion dates): Sept, Parent/Guardians signed up to attend Home and School Meetings at various monthly meetings throughout the year. Action or Strategy: Keep statistics on how many parent/guardians attend Home and School meetings. Timeline (start and completion dates): Sept-May /2017 School Year People At Sept 27 Meeting 12 parent/guardians attended People At Oct 25 Meeting 10 parents/guardians attended People at Nov 28 Meeting 9 parents/guardians attended People at Feb 2 Meeting 12 parents/guardians attended People at April 4 Meeting 7 parents/guardians attended People at May 30 Meeting 7 parents/guardians attended People at June 22 Parkdale Home and School Family Fun Day - 13 parent/guardian volunteers. 2017/2018 School Year People at Sept Meeting 17 parent/guardians attended. People at Oct Meeting 12 parent/guardians attended People at Feb Meeting 16 attended. Action or Strategy: Have staff run an activity for students to do, while parents attend Home and School meetings.

11 Timeline (start and completion dates): 2016/2017 School Year Sept Meeting - Open Gym Oct Meeting - Movie and snack night Nov Meeting - Chrome book night February Meeting - Open Gym April Meeting - Crafts May Meeting - Movie and snack night 2017/2018 School Year Sept Meeting- Crafts and Movie Night Oct Meeting - Open Gym Feb Meeting - Open Gym 2016/2017 School Year Sept 27th Meeting - 20 students attended Open Gym Oct 25 Meeting - 9 students attended the movie and snack night Nov 28 Meeting - 12 students attended the Chrome book night Feb 2 Meeting - 5 students attended Open Gym April 4 Meeting - 7 students attended Crafts May 30th Meeting- 7 students attended movie and snack night. 2017/2018 School Year Sept Meeting - 11 students attended Crafts and Movie Night Oct Meeting - 6 students attended Open Gym Feb Meeting - 12 students attended Open Gym Action or Strategy - Parkdale School will partner with the Grand Lodge of PEI in the Bikes for Books Campaign. For every book read between Jan 1 and April 1, students get 1 ballet. In April, the Grand Lodge will select two ballets from each class and those students will win a bike. 2017/2018 School Year Timeline - 1) Oct 5, Admin staff met with representatives from the Grand Lodge to discuss logistics and how the Bikes for Books Campaign works. 2) Nov 6, Staff met to discuss what type of fundraisers the school could support 3) Nov 14, Admin staff met with representatives from the Grand Lodge. Fundraisers were finalized. A Friday morning Pancake Breakfast in the Gym in April and a Spaghetti dinner at Smitty's in March were decided upon. Staff will

12 assist by generating excitement around the ballets, and by encouraging students/parents/guardians to purchase tickets for the fundraiser. Well-being - Supporting High Quality Education Goals Character Development - citizenship, integrity, leadership, etc. Learner Dispositions - learning skills and work habits persistence, prioritization, task commitment, problem solving, collaboration. Mental Health - positive school policy, safe and caring environments, coping strategies instruction, PMH promotion. Smart Goal: Parkdale school will increase the number of students who are able to emotionally regulate themselves at school by June Collaborative Inquiry Question: How can Parkdale school assist students in identifying and regulating emotions within themselves and in others, thus reducing conflict, stress and anxiety among the students, so students can focus on engaging in classroom activities. Data Sources: To be determined Action or Strategy: Implement Zones of Regulation into each classroom at Parkdale School. Timeline (start and completion dates): Oct 2016-June ) In October, Parkdale School's Guidance Counsellor introduced the Zones of Regulation to each classroom. 2) In November/December, teachers have been modeling to students how to identify what Zone they are in, and discussing strategies on how they can back to the green zone. 3) In January, teachers have been modeling to students how to identify what Zone other students are in, and discussing strategies to help them assist those students in getting back to the green zone. 4) In February, students learned about what tools they could use to help them move between zones. Students brainstormed different tools, and then a chart was created for each classroom to assist students in identifying what tools work best for them. Action or Strategy: Implement PATHS (Promoting Alternative THinking Strategies) into each classroom at Parkdale School Timeline (start and completion dates): April 2017-June School Year

13 1) April 3, Staff introduced to PATHs and SEL ( Social Emotional Language). 2) April 7, Staff attended full day workshop on PATHs, hosted by a PATHS trainer School Year 1) Sept 5, Staff attended full day workshop on PATHS, hosted by a PATHS trainer. 2) Sept 15, Parkdale school begins Kid of the Day 3) Sept 23, Parkdale school teachers begin implementing PATHS lessons. 4) Oct 3, Parkdale Path Coaches video conference with PATHS Trainer. 5) Oct 6, Staff attended full day workshop on PATHS, hosted by a PATHS trainer. 6) Nov 7, Parkdale Paths Coaches video conference with PATHS trainer. 7) Feb 5th, Parkdale school beings Staff member of the Week. 8) Feb 5 and 12, As PATHS PD day was stormed out, staff met after school to review PATHS lessons on emotion coaching.

14 Budget for School Goals Information for Schools: Budget Information to support School Goals Substitute days use to support Actions and Strategies related to the School Goals Date: Sub days used How does the substitute support the actions or strategies associated with the school goals? Budget Approval Sub Days Used and Dates January March Training time for math teachers to work with the Numeracy Coach on FLs, the implementation of the math workshop model and the Big 3. Nov Approved Feb 21,22,23-4 sub days used to allow elementary teachers to attend math workshop hosted by Numeracy Coach. Nov March days (12 hours) Parkdale school desires to implement Academic Case Management into the 6 day schedule. Every Day 5 from Nov-March, ACM meetings will be implemented from 9:30-10 and 10-10:30. ACM s will focus on reading in grades K-3 and writing or numeracy in grades sub days will be needed to allow homeroom teachers and an invited teacher to attend the meetings, along with the resource teacher, and administrative team. This will allow each teacher to have 3 ACM s and 3 follow up meetings over the course of the year. Nov Approved January 16, 24, Feb 3, Feb 22, March 8, March 16 and March 30 ACM meetings = 2 days (12 hours) of sub time used Nov March Training time for teachers to work with the Literacy Coach on FLs, the implementation of the reading/writing workshop model and the Big 3. Nov Approved Jan 12-30, days used. Staff attended inservice put on my Literacy Coach on FL s and the Big 3. April April Training time for teachers to work with the Literacy Coach on FLs, the implementation of the reading/writing workshop models, reach back, PM tools and reporting structures and the Big 3. approved Nov 20-24, sub days used April April Training time for teachers to work with the Numeracy Coach on FLs, reach back, and monitoring progress documents. approved Nov 16, sub days used Total 13.0 Days

15 Date: January March 2017 Novem ber March 2017 Coach days Total Days How did/will the instructional coaching support the actions or strategies associated with the school goals? 4 Training time for math teachers to work with the Numeracy Coach on FLs, the implementation of the math workshop model and the Big 3. 7 Training time for teachers to work with the Literacy Coach on FLs, the implementation of the reading/writing workshop model and the Big 3. Budget Approval Nov Approved Nov Approved Coaching Days Used and Dates 4 days used on Feb 21-1 day Feb 22-2 days Feb 23-1 day 6.9 days used on Jan 12-1 day Jan day Jan 16-1 day Jan 20-1 day Jan day Jan day Jan day Feb day Funds allocated to support Actions and Strategies related to the School Goals: Date Amount How were the funds used to support the action or strategy associated with the school goals?: Nov (includes for shipping Funds will be used to purchase Lucy Calkins Teaching Units of Study for Reading Kit Grades K, K, 1, 2, 3 (5 in total). The kits will be used to support our action of developing mastery in the reading workshop model. Feb Good Questions: Great Ways to Differentiate Mathematics Instruction (author: Marian Small; publisher: Nelson Education) THIS BOOK TARGETS K-8 - Open Questions for Rich Math Lessons K-3: Number Strand (author: Marian Small; publisher: Rubicon Publishing) Ensure that you get the WNCP edition as this aligns with our curriculum - Open Questions for Rich Math Lessons 4-6: Number Strand (author: Marian Small; publisher: Rubicon Publishing) Ensure that you get the Budget Approval Nov Approved spent December March Approved

16 Jan-April, 2017 WNCP edition as this aligns with our curriculum - Big Ideas from Dr. Small (author: Marian Small) Funds will be used to purchase 24 binders for staff to hold all their Foundational Learnings in Math, and separate binders for Foundational Learnings in Language Arts. March Approved $ spent on binders for staff. March Total April 1, March 31, 2018 Substitute days and Coach time Information for Schools: Budget Information to support School Goals Date Sub days used How did the substitute days support the Actions to achieve the school goals? Nov Training time for teachers to work with the Literacy Coach on FLs, the implementation of the reading/writing workshop models, reach back, PM tools and reporting structures and the Big 3 Nov Training time for teachers to work with the Numeracy Coach on FLs, PM tools and reporting structures. Feb Training time for teacher to work with the Literacy Coach on continuing to implement the readers workshop mode; specifically conferencing and different groupings for guided reading. March 1 2 Math teachers to meet with Numeracy Coach (0.5 day each) to review Math FL s, SAS profile and math workshop model. Total April 1, March 31, 2018 Funds Date Amou nt How were the funds used to support the Actions to achieve the school goals?: Nov Funds will be used to purchase Marian Smalls Leaps and Bounds Math Resource Program. The resource will be used to assist teachers to support students not meeting grade level outcomes in math. Nov 23 - Approved purchased on Leaps and Bounds Program.

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