Wilder Penfield Elementary School Success Plan 2010 2015 Together We Learn: Partnering for Student Success
Success Plan For Wilder Penfield for 2010-2015 Introduction The Wilder Penfield Elementary School Success Plan for 2010-2015 is based on the Lester B. Pearson School Board's Strategic Plan entitled "Together We Learn: Partnering for Student Success". The Success Plan outlines a clear direction and defines our priorities for the coming five years. At Wilder Penfield, it is our responsibility to ensure that every student in our school has the encouragement and opportunity to perform to the best of their ability. Our success plan provides a road map to meet that responsibility. It is built on the foundation of work accomplished through our 2006-2009 success plan and ensures that our goals are achievable, our progress is measurable and that we are accountable to those who place their trust in Wilder Penfield School. Our Success Plan has been developed with input from stakeholders, in accordance with the strategic directions of MELS and the four identified pillars (culture for learning, professional growth, school and community partnerships, and wellness) of our school board's strategic plan. We believe the objectives and strategies chosen represent key areas that will increase the success rate of our students. At Wilder Penfield School, student success is our priority. Characteristics of the School Characteristics of the School Wilder Penfield School was built in 1968 as a Catholic English School under the jurisdiction of The Baldwin Cartier School Board. In 1999, an amalgamation of several School Boards formed the linguistic Boards of Lester B. Pearson, under which Wilder Penfield is now governed. The Wilder Penfield School population is culturally and religiously diverse. The school is situated in the western section of the Island of Montreal, in the Borough of Dollard des Ormeaux. We are fortunate to be along side of a public park giving us access to green space, tennis courts, baseball diamond, swimming pool and skating rink. The school community is comprised mostly of middle class families, living in single dwelling homes. The majority of students are walkers or dropped off by their parents. There are only 3 school busses transporting students. There are many parents involved in school life. They may volunteer for: Governing Board, H&S, library, computer lab, fieldtrips, individual reading supporters. Wilder Penfield is an early immersion school. Kindergarten and cycle one students receive 85% of their instruction in French and 15% in English. Cycles two and three students receive 50% of their instruction in each of the two languages. Our programs of study follow the MEL's guidelines. Programs consist of English, French, Math, Science, Art, Physical Education, and Music. The school is well equipped, with Smart Boards in each classroom, computer lab with 32 computers, as well as a mobile lab of 30 computers. Wilder Penfield is an inclusive school and as such integrates handicapped students in the classroom to the fullest of their capabilities. These students are supported by integration aides, resource teachers, psychologist, speech and language specialist. Our school also has the support of a nurse and social worker through the Pierrefonds CSSS.
School Vision I Mission ~~ ~ ~..... School Vision We, the members of the Wilder Penfield School community comprising of students, parents, teachers, professionals, support staff, and administrator, value: The environment Respect and caring for self and others. Life-long learning The pursuit of excellence Fulfillment of individual potential Responsible citizenship - a strong sense of community and belonging School Mission The Wilder Penfield Comunity is committed to creating an interactive, integrated school environment, in which every student develops a curiosity and love for learning, in order to allow ALL to become competent, engaged, successful citizens. School Portrait ~---------------------------~~ ~--------------------------~-~--- STATISTICS 09-10 # GRADE STUDENTS FEMALE MALE HANDICAPPED AT RISK K 58 30 28 1 0 1 47 23 24 3 0 2 54 32 22 2 0 3 58 26 32 2 4 4 62 35 27 I 5 5 59 26 33 2 2 6 73 39 34 0 10 Totals 411 211 200 II 21
IEP (Individual Education Plan) Students Program Test Name AVG Score Pass Rate # Tested Early Immersion Strateqic Readinq 2.90 55.88% 68 Early Immersion Response to Literature 3.16 72.86% 70 Early Immersion Narrative Writinq 3.27 80.00% 70 Early Immersion Language Conventions 3.54 84.06% 69 Early Immersion Media Production 3.85 91.49% 47 Early Immersion Communicates orally to share information 3.70 92.86% 70 TOTAL # AT RISK HANDICAPPED NON-IDENTIFIED 61 21 11 29 Wilder Penfield 2008-2009 Grade 6 English Exam Results Weighted Weighted Overall Score and Pass Rate: 3.50 82.71%
Wilder Penfield 2008 Grade 6 French Exam Program Test Name AVG Score PassRate #Tested Early Immersion Communiquer it l'oral et it l'ecrit 3.71 97.14% 70 Early Immersion Comprendre Ie sens d'un texte 3.66 81.43% 70 Early Immersion Produire (a l'ecrit) 3.44 91.43% 70 Wilder Penfield 2008-2009 Grade 6 Math Exam Competency 1 Competency AVG Competency Pass Rate 3.03 64.49% Test Name TestAVG PassRate # Tested The Yearbook 4.11 87.69% 65
Competency 2 Competency AVG Competency Pass Rate 4.08 89.15% Test Name TestAVG Pass Rate #Tested Pennies a day Go a Long Way 4.00 98.46% 65 Decision Time 3.83 80.95% 63 Picking Up the Yearbooks 4.31 95.38% 65 Pirates of the Pacific 4.09 86.15% 65 Artist at Work 3.65 73.85% 65 Pricing a Yearbook 4.55 98.46% 65 Graphic Artist 4.11 89.23% 65 Boxes of Yearbooks 4.08 90.48% 63 Competency 3 Competency AVG Competency Pass Rate 3.93 80.00% Test Name TestAVG Pass Rate #Tested School Banner 3.82 80.00% 65 Artic Patrol 4.05 80.00% 65
Action Plan Maximizing Strategic Directions 1: student success in a culture for learning Objective ~trategies Indicator Targets I Results Increase English and French Literacy Provide ongoing teacher Literacy bench marks will be An overall 4% increase in levels. training established using success rate for elementary Support students standardized baseline end of cycle 3 exams in experiencing difficulties assessment tools including: English and French. through government funded GB+, Running records, and 4% increase in students programs such as: MELS end of cycle exams. reading and writing at level in Francisation, Homework In class evaluation, and French Assistance, cultural grant, teacher observation will also resource support and buddy be utilized to monitor student readers program interest, work productivity and Continue to upgrade school improvement. library and classroom libraries Use technology to stimulate student interest to support and enrich literacy Buddy reading program (older students supporting younger ones) Utilize adult volunteers for literacy mentoring upon availability Guest performances Student presentations
Maximizing Strategic Directions 1: student success in a culture for learning Objective Strategies Indicator Targets I Results Improve numeracy and problem Use appropriate End of cycle exams Raise competency 1 pass rate by solving skills. manipulatives at all levels classroom assessments 4.65%. Thus producing an overall Use computer technology in teacher observations and in- improvement rate of 2%. all classes (Smart Boards, Note Book smart installation, build online class communities.. ) Provide funds to support ongoing teacher training and purchasing of equipment let to reinforce concepts Meeting with school board consultant to do curriculum mapping and planning to prioritize what needs to be covered at each grade level within the cycle. Use of differentiated instruction to meet students' needs. class evaluations
,. Maximizing Strategic Directions 1: student success in a culture for learning Objective Strategies Indicator ltargets I Results To increase the graduation and Develop more real-world teaching Staff participation in professional One professional development qualification rate. and learning opportunities for boys to development activities targeting boys activity focusing on boys learning experience learning needs. needs per year for staff. Research and share knowledge At least one in-class and one about boys learning styles assembly presentation by a male Less disciplinary issues with boys. Promote success for all learners role model each year for students. Gender balanced pedagogical Improved academic performance of strategies boys. Presentations by positive male role models for students. Boys more actively involved in learning process
Maximizing Strategic Directions 1: student success in a culture for learning Objective Strategies Indicator ltargets I Results Increase success rate of at risk Provide small group resource support Increase independence of at risk Student reflections show better students and special needs students. learners. understanding of available careers Develop appropriate IEP Students discuss the attributes and Students are more motivated by what "Reading buddies" program to support heir interest in various career is going on in school students in difficulty. opportunities. Students will experience success Match teaching styles with learning Students demonstrate a greater hrough well designed IEPs styles awareness and interest in a variety of career paths Expose students to a variety of speakers from different work orientations Field trips exposing students diverse learning experiences to
Strategic Directions 2: Fostering and supporting a commitment to Professional Growth for All Objective Strategies Indicator Tarqets I Results Increase learning opportunities for all Establish professional More teachers attending in- Increased discussions on staff members. development priorities at the service sessions more pedagogical topics beginning of each year frequently 60% of teaching staff will create, Apply for available Increase in the number of use, and share interactive lessons by government grant funds to teachers attending 2015 support school in-service conferences and in-service 30% of teaching staff will use e- initiatives sessions outside the Lester B. portfolios by 2015 Utilize professional Pearson School Board development funds programs maximizing teacher More frequent use of involvement technology Develop and maintain links Increased number of projects with Universities, providing on virtual community professional development for teachers. Continue to develop student teacher programs - maximizing exchanges that provide a solid link between the experienced and new ideals. Develop an e-iearn project in collaboration with outside partners. Provide time for development programs by teachers for teachers Promote a technological culture within the school including students and staff.
Strategic Directions 3: Enhancing School Collaboration and Community Partnerships Obiective Strategies Indicator h"arqets I Results Enhance and maintain the school Continue to develop the Less photocopy paper used. Lower photocopy costs 5% by community's positive learning "Circle of Courage" school Less waste produced by 2015 environment and develop student philosophy lunches.(paper, Plastic, awareness of their responsibilities as Continue to develop and cardboard, containers...) members of a global community utilize the "Encouragers" Fewer aggressive behavior mentoring program (teachers incidents mentoring senior students - Fewer students going to the senior students mentoring encourager's room. junior students.) Number of parents attending Implement program information sessions recognizing appropriate Student positive reaction to behavior extending their caring Prevention and education environment into other programs in the areas of communities cyber bullying, bus safety, street safety, and at risk behaviors for students and parents Provide student opportunities for community work such as: soup kitchen visits, making and delivering Christmas baskets, and senior citizen Provide opportunities for students to raise funds to support those in need. House activity days. Provide ecological action options Apply the use of "Reduce - Reuse - recycle" Promote green lunch boxes.
Strategic Directions 3: Enhancing School Collaboration and Community Partnerships Obiective Strateaies Indicator Targets I Results 1T0develop opportunities for Develop liaisons with feeder Students demonstrate a Grade six option forms reflect choices successful transitions at critical points high schools greater awareness and based on accurate information and in schooling Invite guest speakers to visit interest in a variety of career informed decisions based on paths. interests. grade 6 students Students at all grade levels Survey gr. 6 parents to discuss the attributes and understand what they want their interest in various career regarding transition opportunities. information. Make use of the "Tell Them For Me" survey. Strategic Directions 4: Promoting Wellness in a Safe and Caring Community Obiective IStrategies Indicator Taraets I Results Enhance and maintain the school Continue to develop the "Circle of Fewer aggressive behavior First establish a baseline for community's positive learning Courage" school philosophy incidents number of student visits to environment and develop student Continue to develop and utilize Fewer students going to the Encouragers Room and over awareness of their responsibilities the "Encouragers" mentoring encourager's room. time a decrease % in the las members of a global program (teachers mentoring Number of parents attending numbers should!community senior students - senior information sessions be established students mentoring junior Establish a baseline and work students.) towards an increase in Develop and implement program parents attending information recognizing appropriate behavior sessions. Prevention and education programs in the areas of cyber bullying, bus safety, street safety, and at risk behaviors for students and parents
Strategic Directions 4: Promoting Wellness in a Safe and Caring Community Objective Strategies Indicator Targets I Results Promote healthy life-style choices. Utilize LBPSB consultant in Visibly healthier food choices In cycle 2 and 3, set a nutrition education projects. for lunch and snacks. baseline using a standard Teaching cooperative games Visible increase in active play fitness evaluation test (such Increased participation in at recess times. as "Fitnessgram")and then athletic events Increased number of students Increase students' results Use Wellness grant to using yard installations and Increased physical activity in support the implementation of equipment general - home and school. healthy programs Provide learning opportunities for parents in the areas of nutrition and active living Share links on website concerning nutrition notices & information, C2C fit program Promote "No Junk Food" policy on school premises. Implement the Healthy School Approach Integrate and promote physical education and health programs Increased opportunities for team sports and activities Develop Healthy Food policy and add to the school agenda