Barlow Creek Elementary

School Plan to Nurture Student Success

2018-19

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In British Columbia, districts and schools are developing complementary frameworks for enhancing student learning. The Quesnel School District developed a district vision and values. The District vision and values was created from direct feedback provided by teachers and educational support staff who work directly with students in classrooms. Our District has also consulted with stakeholders outside of the classroom and our parent groups. District goals to enhance student learning have been developed from this process and interconnected to school plans for student achievement. The Barlow Creek Elementary community began the planning of this process in September 2016, and is moving toward a multi-year, evidence-based school plan. At Barlow Creek we continue with a goal-focused plan in the 2018-19 school year for nurturing student success based on a shared vision for our students.

BC’s Framework for Enhancing Student Learning

Student plans are not a static document or statement. They are a process whereby we articulate goals that meet the Ministry mandate of enhancing student learning. Goals must be measurable, and informed by reliable data. Our planning process is interconnected and supported by District planning and resources. Our educational team holds great responsibility in improving student learning through the development of a collaborative plan. Our process will continue to be influenced by student voice and parent feedback.

Barlow Creek Elementary: School Direction & Planning

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In the Barlow Creek Learning Community, we are committed to developing competent thinkers who are resilient, self-motivated and creative.

Our Vision 

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A calm, safe, empathetic environment that focuses on positive relationships.

We Promote and Model

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We believe that…  

Our focus on fostering a sense of belonging creates a warm culture and increases the frequency of pro-social interactions amongst students, staff and families

Fostering a connectedness school-wide and with our community will lead to advocacy, public voice and leadership

Providing a variety of authentic learning opportunities and focusing on a growth mind-set will assist in meeting the needs of diverse learners

That continuous school improvement is achieved by communication, collaboration and sharing a common vision

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Development of Vision and Goals In the fall of 2016, we surveyed students, staff and parents asking ‘what makes a great school’ to support the development of a common vision and goals for our students. We found two common themes in these responses. These are; Relationships: Connectedness and a sense of belonging Multi-age activities Feeling valued and cared for Extra-curricular opportunities Inclusion and approachability Encouraging leadership and responsibility Learning Environment A calm environment A place children want to come Clear expectations and structure Consistent routine and expectations in common areas Feeling safe enough to take risks Opportunities for learning outside of the classroom To have fun Parents were also surveyed asking ‘what do you wish for your child(ren) this year?’ Themes in these responses included; To make friends To have them feel like they belong To learn to be responsible, honest, caring individuals To have access to a variety of learning resources and styles of learning To build confidence in my child

Barlow Creek Elementary School Barlow Creek Elementary School is a located in a rural setting approximately 10 kilometers north east of Quesnel on the Barkerville Highway in the Cariboo Regional District. Enrollment is just over 100 students from Kindergarten to grade 7. The school has five divisions and operates a StrongStart Program four days a week. Barlow Creek’s Parent Advisory Council (PAC) supports the students by sponsoring special events (eg. Christmas lunch, Easter egg hunt, Fun day, Arts performances, bi-monthly hot lunch days), and fundraising activities to lower costs for fieldtrips and outside the classroom learning experiences. Barlow staff believes in nurturing learning for all in a calm, respectful, connected community. Barlow students participate in their community by being involved in athletic teams, school jobs, recycling, gardening, and taking on a variety of leadership activities.

OUR STORY

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In the 2016-17 school year, the focus in planning for Barlow Creek students was rooted in the word belonging. As we moved forward, we sought to create a school climate that promoted an increased sense of belonging and connectedness (see goal #1). “School connectedness is the belief by students that adults in the school care about their learning and about them as individuals. Students are more likely to succeed when they feel connected to school” (Robert W. Blum (2002). Out of this journey for belongingness, emerged the importance of relationships. We wanted all learners to be engaged in their academic and social/emotional learning. Positive, respectful, caring relationships inspire a self-regulated, confident community of learners (see goal #2). “…how well students do in School can be determined by how well they are able to self-regulate” (Stuart Shanker, 2012). An emphasis on teaching daily from the personal & social (personal awareness and responsibility) core competencies will support our focus.

What focus emerged?

Progress in the 2016-18 School Years Over the course of the 2016-18 school years, we consciously planned learning events and activities and used strategies which tied back to our common vision, beliefs and goals. At our monthly staff meetings throughout the school year we continued to ask;

What went well? What did we wish to achieve this month and how? How do we know if we have achieved it? What will we do if we have not achieved it?

Evidence We used both quantitative standardized testing (reading achievement data) and qualitative analysis (student surveys and parent feedback) to direct/redirect our

focus and to analyze our results in June 2017 and again in June 2018. This evidence has supported planning for the 2018-19 school plan.

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What do we know about our students now – June 2018? We learned from our June year-end data that 71% of our grade 1’s, 62% of our grade 2’s and 40% of our grade 3’s were meeting expectations in reading according to PM benchmark assessments. We also learned that 15% of those students NYM (not yet meeting) reading expectations in grades 1, 2 & 3 were students with First Peoples ancestry. This is a 20% improvement in reading from last years data. As referenced in our District goals, we have data that supports the importance of focusing on specific measurable goals for our Indigenous student population which will ultimately increase success in school and graduation rates.

Goals for our Aboriginal Students – Where do we go in 2018-19? Information from our Equity Scan survey by staff (Nov. 2018) and data from a future survey gathered from parents, will guide specific goal-setting for our Aboriginal r students In 2019. Academics – We will focus on academic support for all Indigenous students via classroom teachers, Aboriginal Education Support staff, the culture teacher and other support services where possible. Language – We will expand the opportunities for language instruction specifically with 3 tiers of intervention (Early Lit. support) for those in grade 1 and 2 who are not yet meeting expectations. IRSR – We will continue to teach students in grade 5 and 6, the IRSR curriculum through the resources supplied by District Learning Resources with the support of the culture teacher and Elders (Phyllis Webstad, Ellie Peters). Culture – We will continue to access local knowledge keepers to support cultural teachings (special guests – dancers, lacrosse teacher, wood carving expert).

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School Plan Goal Rationale: Student sense of belonging and focused engagement in learning will increase achievement in reading and math, support the development of socially responsible students and cultivate a climate of resilient learners. A calm, safe, compassionate environment supports pro-social behaviours and builds positive relationships. Goals for the 2018-19 Barlow Creek Elementary School plan for nurturing student success are; GOAL # 1 To promote an increased sense of belongingness both as individuals and as members of our school and community. The Barlow Creek learning community initially engaged in this goal based on the hypothesis that if students were invested in promoting a sense of belonging in the classroom and school community, they would be less inclined to engage in anti-social behaviours. The resulting change in culture has been impressive and surpassed expectations. In one year, there has been an increase in pro-social behaviors and students seeking leadership opportunities to enhance the sense of belonging within their community. “Research has found that students who feel connected to school do better academically and are healthier” (Healthy Schools BC). See attached student survey results on page 10 from June 2018. An additional objective within this goal for the 2018-19 school year, is the recognition that increased parental involvement will benefit students, support school improvement, assist teachers and strengthen families. GOAL #2 To increase student engagement and perseverance to improve achievement. Barlow Creek staff has embraced District initiatives which focus on supporting our students reading at grade level by grade 3. This is supported by 3 tiers of intervention beginning at the grade 1 level. An Early Literacy Team supports students with learning to read. Authentic learning opportunities improve student engagement. For students to feel interested and successful in school they need to believe in themselves. Worthwhile learning tasks, some autonomy in how to do them, good feedback will aide students in learning and improving. A growth mindset supports students in understanding that they will succeed (I am not there YET, yet being the important point). Carol Dweck teaches that “studies show that teaching people to have a “growth mind-set”, which encourages a focus on effort rather than on intelligence or talent, and helps make them into high achievers in school and in life” (2015).

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93 Self-reports

This year Barlow Creek Elementary was a great school for me; Always (60%) Usually (26%) Sometimes (12%) Never (2%)

I know that adults at Barlow Creek school care about me; 1 or 2 adults (19%) 3 to 5 adults (38%) 5 adults or more care about me (43%)

When I am upset, angry with someone, anxious, nervous or scared, I am learning to calm myself down;

Always (51%) Usually (23%) Sometimes (15%) With adult help (12%)

I have improved my reading & writing skills this year; Yes, absolutely (67%) Somewhat (a little bit) (27%) Minimally (not too much) (6%)

I am proud of my accomplishments this school year in a number of areas; Division 1—Making new friends/Reading & Math Division 2—Being more confident in myself/Making new friends Division 3—Being more confident in myself/Learning to stay calm and ask for help Division 4—Reading & Math/Making new friends Division 5—Learning to stay calm and ask for help/Being more confident

2018 Year-end Student Survey