School Plan · 2020. 1. 7. · • Friday Fitness Runs, K-7 term 1 & 3 • Pizza Days – whole wheat crust and low fat cheese • Cross Country team, volleyball clubs, basketball

Queen Mary School Plan 2009-2010 page 1

Vancouver School Board

SCHOOL PLAN

2009-2010

It is our collective responsibility as a school district to ensure the highest quality learning experiences for all students, with a focus on student engagement, learning and

development in a safe, inclusive environment.

Queen Mary Elementary

May 2009

SCHOOL MISSION STATEMENT

Queen Mary Elementary School’s mission is to build a respectful community of lifelong learners. We work towards becoming caring, accomplished and co-

operative citizens. We aim to provide an enriched environment in which children are encouraged to think, question, create and wonder.

SCHOOL GOALS Goal 1: To increase student awareness, understanding and demonstration of

citizenship. Goal 2: To improve student learning and acquisition of literacy skills with a focus

on reading.



SCHOOL COMMUNITY CONTEXT What are the demographics of our learning community? Who are our learners? What is our vision of success for learning for each student? Queen Mary supports the learning needs of 495 students in the residential community of West Point Grey. It is an established community with a rich and interesting history and an evolving ethnic and socio-economic diversity in a stable area of Vancouver. The school is located next to Trimble Park and is within walking distance of a small business community on West 10th

Avenue. First established in 1915, the school consists of three connected buildings including the landmark “Red Building”.

Parents are active supporters of school programs. They volunteer in many ways such as supporting student safety through Safe Arrival and through the “Let’s Walk Queen Mary” program, which is co-ordinated by parents to encourage parents and students to walk to school and to help reduce traffic congestion. They also help promote classroom activities and extra-curricular programs such as sports. The parents have also been active in a variety of other school community functions and fund-raising initiatives to enrich the classroom and school facilities. Parents are also the key ‘gardeners’ in maintaining the trees and flowering shrubs in the many planters that border the large field. In the Fall, a number of parents volunteered their time to install additions to both the primary and intermediate playgrounds. The school’s catchment area includes some Department of National defense lands that are home to military defense personnel and their families. Increasingly, Queen Mary is accommodating students from a wide variety of neighbourhoods and backgrounds, such as the annual overflow students from the rapidly expanding residential developments on the University Endowment Lands at UBC, as well as international students (20 students throughout K-7 in 2009/10). Further, Queen Mary has been home to a VBE District Program (2 classes in total), the Multi-Age Cluster Classes ( Gr. 4/5 and Gr. 6/7 MACC), for gifted students in the VBE’s North Area of schools, which includes the downtown’s West End. In developing a recent school profile (March 09), the following information has come to light. Queen Mary has seen an increase in the number of ESL learners (approx 156 out of 495; 100 of those ESL students are actively being serviced, while the remaining 56 are being monitored and assisted as needed). It is interesting to note that of the 156 ESL students, 36% come from the UHill catchment area, while the remaining 64% come from the QM catchment area. We have 12 Ministry designated students requiring SSA (School Support Assistant) support, in addition to 131 students who either have a Ministry designation (such as Learning Disability or Gifted), but don’t qualify for SSA support, or who are struggling both academically and / or behaviourally, and

either don’t qualify to meet Ministry designation criteria or they are awaiting assessments to see if they qualify for designations.

Our two school goals for 2009 - 10, Literacy (Reading Focus) and Citizenship, aim to ensure that all students receive a well-rounded education and are given a good foundation for becoming critical readers, as well as knowledgeable and caring citizens while at the same time addressing the needs of children about whom we are most


concerned. Queen Mary is known for the many programs and activities that enhance student learning and foster positive social, emotional and physical growth. The school maintains high expectations for student behaviour and manners based on principles of safety, respect and responsibility. The basic skills of respect and responsibility require empathy, hard work, consistency and common sense. It is our vision that our students feel connected to home, to school, to community, and to the world, and that they take pride in themselves and in their citizenship. Queen Mary is friendly, welcoming, and inclusive. Everyone is expected to demonstrate a sense of community and cooperation. Queen Mary staff has committed professional educators who are dedicated to delivering all aspects of the provincial curriculum to all of the students. It is our vision, with respect to our Literacy Goal (Reading), that students develop competency in reading, as well as a love of reading, through carefully constructed strategies and structures, from K – 7. Experiencing a wide variety of genres, integrated into all subject areas, will create confident readers who make connections to their reading. In the Fall of 2008, Queen Mary was chosen to be 1 of 5 pilot schools for the Ministry initiative called “Neighbourhoods of Learning”. The first step in this initiative, from January to June 2009, is a time of consultation with different stakeholders and community partners. The process is to develop a vision of what this concept might look like at Queen Mary. Once a vision is determined, plans and a updated timeline will be developed and communicated by the district in conjunction with the Ministry. Seismic upgrading will be integrated into this plan. REFLECTIONS ON 2008-2009 SCHOOL PLAN What was our goal? What steps did we take to address the identified student(s) needs? What was the evidence of success for each student? How did we communicate and celebrate student success? Goal 1 (2008 – 09): To promote student participation in inclusive and diverse physical activity and appreciation of healthy living choices. Steps taken to address identify needs: • Professional Development Action Schools BC! • Instructional practices – implementation of new IRP for Health and Career Education • Bounce at the Bell (daily) • Acquisition of Action Schools Activity Kits in each classroom • Continue Legacy Committee for recycling (parent, staff rep.), implementation of food

& beverage container recycling • Continuation of cardboard and paper recycling • Litterless lunch day in support of Earth Day • ‘NutriKids’ in classrooms • Growing Chefs (two, Gr. 1 classes)


• Roots of Empathy (two classes) • Healthy Living Committee – met regularly to discuss and report recommendations to

whole staff • Grade 7 intramurals leaders; intramurals for grade 3-7 • School wide Terry Fox Run (Sept.) and Sports Day (May) • “Let’s Walk QM” • Applied for Project Chef (gr. 4); we should be in the program again for 2009-10. • Friday Fitness Runs, K-7 term 1 & 3 • Pizza Days – whole wheat crust and low fat cheese • Cross Country team, volleyball clubs, basketball teams, track & field teams • After school sports with West Side Community Services Team II • Primary gymnastics instructions with expert instructor • Jump Rope for Heart (two week event) – April • Yoga in the classes • Social Playgroups have expanded; led by SSAs, SLP, Counsellor Evidence: assessments and data collection • Review of school goal by staff to determine what worked:

o General trends of our Healthy Living Goal show that we have high and increasing participation rates in physical activities (through play and exercise), helping us align with the Ministry of Education (MOE) mandate for Daily Physical Activity (DPA)

o Recycling program has expanded to include cardboard, juice boxes and now milk cartons (in addition to paper recycling)

o Nutrition: students have a greater awareness of nutrition, as per survey results, by making healthy food choices

o Some improvements noted in the area of Social Emotional well being, friendships, respect for self and others. Some further work is needed. Thus, one of our school goals for 2009-10 is to improve citizenship.

• MOE Satisfaction survey, QM survey of Healthy Living perceptions of students, participation rates in athletic activities,

• Examining results of Healthy Living (HL) student survey (i.e., nutrition, sleep habits, exercise patterns, recycling opportunities)


Healthy Living SurveyOverall Positive Score: Average 4/5 or 5/5

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ring

2008

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50

55

60

65

70

75

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85

90

95

100

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 (gr. 7 2008,gr. 6 2007 results)

Grade 9 (gr. 7 in2007 results)

Intermediate Total,Overall Trend

Students Currently in Grade…(Each cluster is a cohort of students over 3 years.)

Perc

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ge

Spring 2007Spring 2008Spring 2009

Communication and Celebration: • Healthy Living: frequent newsletter updates and tips, HL poster (student made),

morning announcements • Healthy Living Celebration: 1 day event for all students in April 2009 Goal 2 (2008 – 09): To support student learning and acquisition of Literacy skills through collaborative planning, instruction and implementation of a Queen Mary Early Literacy Program and Reading Recovery Program. Steps taken to address identify needs: • Two Reading Recovery teachers on staff – continue training and servicing

approximately 18 children in 2008-09. All students are in Gr. 1 and 2. • In September, observation surveys completed on all Gr. 1 students new to QM and

all students identified at risk at the end of Kindergarten. • District provided 0.2 FTE Reading Recovery to our school, as of January 2009. This

is our second year of providing RR to students. • One-to-One Reading Volunteers for students at risk • K-3 Home reading program in conjunction with library. • Vital role of the Teacher-Librarian selecting, cataloguing books, and mentoring

teachers • ESL support • SSA classroom support • IEP strategies (adapted and modified) • Provisions for students who are exceeding expectations or identified as gifted (e.g.,

District pull out, MACC gr. 4-7, Home reading, support for library book selection, open ended learning activities)


• Use of VBE literacy mentor in classrooms, as needed • Monthly Principal’s Coffee and Chat for parent education on topics related to literacy

(i.e., Boys and Learning, FSAs, ESL learners, and IEPs) • Continued selection and systemization of instructional and home reading materials • Purchased $2500 of guided reading books, novels, ESL materials • Professional Development for staff: many attended the District Literacy Day • Involvement in the Literacy Program as a school. QM is currently operating as a VBE

“Working Together” Literacy School • Literacy Team Leaders attend in-servicing and sharing sessions at VBE (3x per year) • Primary Team has met monthly to review progress of Literacy Program and its

direction. Team looks at up-to-date student achievement levels and works collaboratively with Resource Team to address emerging student literacy needs.

• Kindergarten teachers have elected to continue being involved with the Early Developmental Inventory (EDI) data collection, a UBC & VBE initiative.

• Kindergarten teachers have also completed a Phonological Awareness checklist with students as part of the VSB early intervention data collection.

• Timetables for primary classes are prioritized to protect uninterrupted literacy instruction in the mornings, as much as possible.

• Resource team meets 2 x per month to discuss programming and support for K-7 students.

• Ready, Set, Learn event in Feb. 2009. Approximately 45 children participated and parents went to adult sessions.

• Kindergarten orientation and screening assessment – May 2009. Evidence: assessments and data collection • District Reading Assessment (DRA) reading levels, reading marks on report cards,

Reading Recovery data, class assessments, primary 2 step writes (twice), gr. 4-7 school wide writes, gr. 4-7 Woodcock reading assessment

• Baseline assessment for Reading goal for 2009-10, K-7. • Generally, primary students’ reading level is meeting, fully meeting or exceeding

expectations. Some students, however, are approaching or not yet meeting expectations thus reading continues to be a school goal for 2009-10; reading continues to be a goal for students who meet and exceed expectations as well, where the main focus is making connections, reading critically, and reading for meta-cognitive understanding.

• Concern was noted at grade 1 level: 13 of 52 grade 1 students were identified as ‘at risk’ readers, i.e., reading at level 2-6 on DRA assessment, Feb. 2009. Interventions (small group guided reading) were implemented for March–June 2009 for these at risk students. Further, interventions and monitoring (ongoing formative assessment using running records and the District Reading Assessment, at the beginning, as well as throughout, the year) will continue into 2009-10 school year. Reading has been identified as a school goal for 2009-10.

Communication and Celebration: • Report cards, parent - teacher conferences, student - led conferences • Open Houses • Newsletters • School wide celebration to be considered in future, as reading is a goal in 2009-10 • Read Alouds with the whole school (possibly combined with PJ day or another Spirit

day)


2009-2010 SCHOOL PLAN Based on our assessments and evidence, how are we adjusting and refocusing our School Plan to continue to address the needs of all learners and in particular “identified” struggling learners? GOAL #1 To increase student awareness, understanding and demonstration of citizenship.

Objectives Students will learn basic manners in the school within the school

community (students, teachers, and parents) Students will develop skills for problem solving with peers Students will be provided with opportunities for leadership K-7

What steps are we planning to address the needs of all learners and in particular “identified” struggling learners? i.e. What strategies and structures do we believe will lead to student success (LEARNS)? • Development of classroom expectations (students and teacher work together) • Class meetings and modeling / practicing skills for problem solving with peers • Assemblies • Fall and Spring Focus Group (K-7) led by Administration on Playground behaviours • Buddy classes (K-7) • Use of Literature to deepen and foster understanding of Citizenship • Communicating criteria of the Social Responsibility Performance Standards to students and parents • Modelling and direct instruction of manners by all staff, parents and students; students, teachers and peers will apply basic manners to their practice • Team building activities by various grade groups (i.e., Gr. 6/7) • Friendship groups • Play groups, including “Marvelous Mondays” • Mindfulness education • Roots of Empathy Program • F.R.I.E.N.D.S Program • Peer Tutoring • Various programs provided by the Community Services Team that allow for interaction with High school students from Lord Byng, as well as various afterschool activities • Support from Administration with behaviours and modeling/practicing skills for problem solving with peers • Community service initiatives (eg. Recycling, Pizza Days, Buddy Reading, PA Announcement in the morning, Music Listening Program in the afternoon, Peer Tutoring) • Service contracts – gr. 6 & 7 students who commit to helping around the school on a weekly basis (this is part of their time table) • Field Trips (eg. Refugee Camp, Landfill, Sewage Treatment, Shoreline Clean-Up, Hospital, UNICEF Walk for Water) • Performances brought to school (eg. Environmental, Cyberbullying) • September focus on Code of Conduct and citizenship curriculum • Linking citizenship goals to K – 7 Learning Outcomes in curriculum (eg. Community, global issues, cultural diversity, respect for self and others, being Canadian, rights and responsibilities of citizens, the law, voting process, civil rights, and citizenship)


What will be our assessments and evidence of student success? The school has collected 3 sets of baseline data: 1) School Survey 2) Use of the Social Responsibility Quick Scale, and 3) Report Card marks for Citizenship. In January 2009, a School Survey was conducted asking students, parents and staff about Citizenship. The answers consisted of a combination of anecdotal and numerical data. Most children have a good idea of what makes a good citizen (Prim. 78%; Int. 66%), feel they demonstrate acts of being a good citizen (Prim. 80%; Int. 65%) and know which words to use (Prim. 85%; Int. 77%), and used their words (Prim.79%; Int. 73%). While parent responses for these questions were high with respect to their children (76%, 80%, 83%, and 77% respectively), teachers felt that they needed to teach a lot about being good citizens (88%), but that students’ demonstration of good citizenship was low (60%). Teachers agreed that most students know which words to use (75%), but that much work needed to be done in the application (use) of those words by students (31%).

2008-09 Citizenship Survey Results All + Most of the time


Social Responsibility Quick Scale Citizenship - evaluated by teachersMeeting, Fully Meeting, Exceeding

90%

72%

97% 96%100%

90%94%

83%

100%

87%

100% 100% 100% 100%100%

83%

18%25%27%25%26%

18%

27%27%

0%

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40%

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60%

70%

80%

90%

100%

K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

BoysGirlsESL + Special needs

NOTE: Special Needs students included in this bar graph are low incidence students only (Ministry designation D, G, H only). High incidence designations (Q, P, F, R) and other students needing support students are NOT included on this graph. Based on our assessments and evidence, how do we plan to monitor, reflect on and adjust, where necessary, our impact on the learning of each student(s)? • Tracking the number of student behavioural incidents handled by administration and staff ( including SSAs and Supervision Aides) • Counting the number of students involved in student volunteerism (ie Purdy’s Pavillion, Recycling, service contracts, mentors for Marvellous Mondays, Peer tutors) • Development of a Staff Learning Team whose focus is to analyze resources and opportunities available for students to have experience in citizenship (ie. Environmental Stewardship, district-wide initiatives, leadership, and volunteerism) • Class review meetings with the Resource Team (Classroom Teacher, Resource Teacher, Administrators, Counsellor, Speech and Language Pathologist) in Oct. (K-7) and throughout the year as needed • Release time throughout the year for teachers to meet in grade groups to discuss progress and to plan curriculum and a scope and sequence for the acquisition of citizenship skills • Professional Development days focusing on our school – wide goals • School Survey in Jan ’10 and Term 2 Social Responsibility Performance Standards, and Report Card marks – compare to baseline in ‘09 How will we communicate and celebrate student success?

• Communicate acknowledgement of actions of students, or classes, or school as a whole in the newsletter (eg. Terry Fox money and UNICEF monies raised)


• Acknowledgement of a class or a number of individuals for their service to the school at various assemblies, in the newsletters, and in PA announcements • PA announcements in the morning – thank you’s • Citizenship tree • Citizens in our school, community, world (leaders, role models, heroes) • In Class acknowledgment and discussions, guided by teachers’ and students’ leadership opportunities (eg. during class meetings, assemblies) • Regular verbal recognition / positive reinforcement (eg. Thank you for not throwing that in the garbage) • Report cards How will we engage all members of the school community to ensure sustainability of student success? We will continue with this goal until we see a shift in behaviours by students, eg. consistent use of manners, better problem solving skills when in conflict with peers, and more students actively engaged in student leadership opportunities – this could take 3 – 5 yrs. We are entering the first year in Sept. 09. • communication in the newsletters and on the website • holding Coffee and Chat sessions with the principal • creating sustained awareness of the importance of citizenship, through direct teaching in classrooms, at assemblies, and in our day to day experience at QM • words / phrases used in opening box on Report Cards are indicators of future performance • Code of Conduct reviewed annually in Sept. by Teachers in classes, and by Admin. at the opening assembly, (assisted by skits developed by students) • Direct teaching of manners and expectations • Hold all children accountable to all staff • offer on-site parenting courses / workshops aligned with school goals and expectationsthrough PAC and administration (eg. PET : Parent Effectiveness Training; Alix Bacon – Sex Education) Based on our assessments and evidence, how are we adjusting and refocusing our School Plan to continue to address the needs of the identified learners? GOAL # 2

To improve student learning and acquisition of literacy skills with a focus on reading.

Objectives K-2: develop and improve reading skills of all students. Gr. 3-7: improve reading for information skills.


What steps are we planning to address the needs of the identified learners? i.e. What strategies and structures do we believe will lead to student success (LEARNS)?

Below are charts of baseline data collected in January and March of 2009. We are planning to assess reading in the Fall of ’09 and in March of 2010 to build on this baseline data. Further, the school survey will be administered again in January 2010.

In Jan ’09 a School-Wide Survey (students, teachers and parents) was conducted which included both anecdotal and numerical data. Generally there were high scores by all groups: they could figure out the words on the page, they understood what they have read, and they enjoyed reading. What stands out from this survey is that Prim. students (59%), Interm. Students (65%), and teachers (53%), indicated that some work needed to be done on helping students make connections to what they read, in other words, being able to apply what they have read.

Reading Survey Results February 2009

All + Most of the time

70%

94%

85%

94%

59%

65%

53%

87% 88%

89%84% 83%83%79%

85%85%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Parents Primary Students Intermediate students Teachers

Question 1: I can figure out the words on the page.

Question 2: I understand what I have read.

Question 3: I make connections.

Question 4: I enjoy reading.

In the Primary years, the focus is on children learning to read, whereas in the Intermediate years, the focus is on reading to learn, where the reading material becomes much more difficult and there is a higher demand on students academically to make connections and apply what they have read. It is important to note that a high number of ESL students were included in the data (15 students in Gr. 4, and 12 students in Gr. 5, 15 students in Gr. 6, and 12 students in Gr. 7), as were designated as well as no-designated students (receiving LAC) (see graph below). The changing class composition at QM is a factor when considering the needs of identified learners. Footnote #1: As this was our first year of collecting baseline data, not all reading instruments were applied in the same manner (eg. some students were given longer amounts of time to complete tasks). Footnote #2:

staff reviewed this and made plans to streamline more effective means of marking assessments for the purposes of collecting data, that will inform their teaching practice as a whole.


March 2009 READING AssessmentMeeting, Fully Meeting, Exceeding

90% 92%

70%72%

60%

94%

80%

95%

88%

75% 75%

60%

69%

93%

74%

21%25% 25%

21%

83%

18%

28%26%27%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BoysGirlsESL + Special Needs

March 2009 READING - REPORT CARDMeeting, Fully Meeting, Exceeding

83%90%

94%

76%

86%80%

94%

71%

95%

82% 80%

25%18%

87%

69%62%

89%

76%

27%19%

26% 26% 27%27%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BoysGirlsESL + Special Needs

NOTE: Special Needs students included in these bar graphs are low incidence students only (Ministry designation D,G, H only). High incidence designations (Q, P, F, R) and students needing extra support are NOT included on these graphs.

The following procedures and questions were completed in April ’09 as part of our baseline year in preparation for our first year of the new goal: • Provide release time for collaboration. Promote discussion with staff with specific questions: • Look at data: boys and girls achievement levels for each grade level; ESL and other students who

need support were included. Who is approaching or not yet meeting expectations? o What are we doing that is working well? In classrooms or at grade levels? o Which learners are we most concerned about? Names (highlight on class list)? – list will go to

Resource Team to look at service and interventions for coming year o What are the students’ needs? o What adjustments need to be made, in terms of practice (strategies) or school structures?


o What can staff do, collectively, to address the needs of students who are not yet meeting expectations in reading?

o What steps does staff take to address the identified needs? o What is the evidence of student success? (tba – as we look at next year’s data) o How do staff, parents and the community communicate and celebrate student success? ( tba -

throughout the year and beyond) • As a whole school: resource model, assessment, early identification, systemic approach for aligning

services (ESL, Counseling, SLP, OT, Psycho Educational Assessments), Reading Recovery for Gr. 1 (and some gr. 2s), role of technology, September start up - assessment, October review of classes K-7, School Based Team, use of VBE mentors

• Acquisition of resources: literature to target boys’ interests, guided reading leveled books – will request Parent Advisory Council (PAC) assistance

• Fall and Spring focus groups for students to give input directly (led by Principal or Vice Principal) Other Strategies and Structures include:

• Development of Learning Teams (topics to be determined by end of May 09) (examples: Reading

Power, Reading Recovery, Guided Reading, Assessment Tools, Differentiated/Modified Instruction Strategies, Non-Fiction Literature Circles, Literature Circles, Reading 44, Non-Fiction Strategies (Media Literacy included), Small Group Reading Strategies, Bridging Primary / Intermediate, Enrichment activities/resources/strategies for gifted readers)

• For Gr. K-7: Provide proven learning opportunities (structures and strategies) for all learners and specific interventions and support for students identified as approaching or not yet meeting.

• Integrated themes and individualized reading programs • Conferencing with students • Collaborative teaching with Teacher Librarian for teaching aspects of research • 1:1 Literacy Mentors • Reading Recovery (Gr. 1) • Frequent, intensive small group pull – out • A variety of quality and language rich literature books in the classroom • Reading in the content areas • Read-alouds • Using Technology to motivate – (eg. animation) • Media awareness and literacy • Current events in the world • Teaching how to read Science and Socials texts • Literature Circles – making connections to self, others, community and the world • Essay writing on specific topics • Teaching how and when to use note-taking grids and graphic organizers (sequential K-7) • Use of Literature models for expanding comprehension • Opportunities for a variety of reading experiences • Having students have input into the criteria for performance

What will be our assessments and evidence of student success? • Reading assessment: in class curriculum based task, based on performance

standards • Reading assessment: Term 2 report card marks • School Reading Survey Jan. ’10 (students, staff, parents); compare to baseline


• Reading Recovery assessment • Early Developmental Inventory (EDI) for all Kindergarten students (to identify

vulnerable students) Based on our assessments and evidence, how do we plan to monitor, reflect on and adjust, where necessary, our impact on the learning of each student(s)? • Continue excellent classroom practices where children learn a love of reading • Create release time for staff to meet and work collaboratively in grade groups and in learning teams to look at how students are doing, developing a scope and sequence K-7 to support learning outcomes; supported by administration, and use of non-enrolling staff • Class review meetings (K-7) in Oct. attended by Resource Team (CT, RT, Admin, Counselor, Speech and Language Pathologist (SLP), and Occupational Therapist OT) and throughout the year as needed • Continue to collect data and compare to baseline data to look for trends over time • Review Resource Model annually in May, in preparation for new school year How will we communicate and celebrate student success? • Have a thematic Drop Everything and Read in the Gym in Term 2 and / or 3 – Primary children bring a favorite book and read to their buddy • Track / announce / post the number of books taken and• Ask for PAC support in obtaining more books for the Library at both Primary and Intermediate levels, because of the great demand

read from the library

• Take pictures of Buddies reading and post on the main hall bulletin board • Author visits (appropriate to grade level) • Family Literacy Nights (with author?); primaries could wear pyjamas for a bedtime story • Read-a-thon or read for charity type of event • Create grade lists of “Best Books Ever” • Authors in Our Midst Day / QM Student Authors • Buddy class “celebration” How will we engage all members of the school community to ensure sustainability of student success? • Reading is a lifelong goal. For the immediate future, QM is ‘shining’ the light on and focusing on a Literacy Goal (Reading). We plan to have the goal for 3-5 yrs in order to go ‘deeper’ and to ensure sustainability. • Coffee and Chat sessions by the Principal for parents • Evening Sessions for Parents on how to help your child with reading (Prim and Int.) lead by administration and other interested staff • Highlighting school reading events in the newsletter and on the web • Professional Day opportunities for teachers and SSAs • provide “uninterrupted time” in the day to day scheduling of the school, where reading times are not interrupted by assemblies or performances • Summer Reading Lists – posted on the QM website • Field trips which revolve around literature and books (Vancouver Public Library


Programs) • School Displays to focus on school goals • Storytellers • Library Association / relationships


Queen Mary Elementary School 2009-10

Submitted by School Planning Council Name Signature

Principal Monika Sanft ______________________

Teacher _______N/A_______________ ______________________

Parent Anna Kemp ______________________

Parent Karyn Moore

Parent Yannis Tsitos ______________________

Student ______________________ ______________________

Date ______________________

Recommended Approval by Superintendent _______________________

(Superintendent) ______________________ (Signature)

Date ______________________

Board Approval ______________________

(Board Chair) ______________________ (Signature)

Date ______________________

Documents

School Plan · 2020. 1. 7. · • Friday Fitness Runs, K-7 term 1 & 3 • Pizza Days – whole wheat crust and low fat cheese • Cross Country team, volleyball clubs, basketball