About Us - Learner Success
F.W. HOWAY SCHOOL LEARNING PLAN 2021/22
THE CURRENT CONTEXT
F.W. Howay Elementary School student population is 115 students, from Kindergarten to Grade 5, with six divisions.
Over the last few school years, we have focused our school goal on literacy (specifically reading) with each year having a focused objective (2018/2019 – Resources and Learning Support, 2019/2020 – Assessment – 2020/2021 Assessment and Parent Communication). Taking into consideration our student population and their diverse strengths and needs (e.g. 39% ELL), staff observations, report cards, baseline data and the interrupted years with COVID, staff decided there was a need to continue with our literacy goal for one more year.
The 2021-2022 school year will focus on our structure of support from non-enrolling teachers and support staff (i.e. Learning Support Teacher, ELL teacher, Teacher Librarian, Education Assistants, Child and Youth Care Worker, Indigenous Support Worker and Counsellor) and to develop a more focused collaborative model of dialogue.
OBJECTIVE: WHAT WE HOPE TO ACHIEVE
Implement a structure of support that builds on a whole staff collaborative approach to enhance and develop student literacy skills and core competencies of communication and thinking.
DESIGN: HOW WE PLAN TO MEET OUR OBJECTIVE
Professional Development Opportunities
- Jennifer Katz (Universal Designs for Learning – UDL), Faye Brownlie (Collaborative Model of Support), Myna McCallum, Kevin Lamoureux, David Bouchard (Indigenous Learning)
- School Teacher Coach and district facilitator for Inclusive Education and our professional development with Faye Brownlie (continuous throughout the year)
- Universal Designs for Learning, stages of collaboration to guide our structures (schedules, class reviews)
- Collaboration focused on literacy (class reviews, planning sessions, School Based Team meetings, staff meetings, Pro-D Days, collaboration afternoons)
Resources and Learning Tools
- “Learning in Safe Schools – Creating Classrooms Where All Students Belong” Faye Brownlie and Judith King and “Student Diversity – Teaching Strategies to Meet the Learning Needs of All Students in K-10 Classrooms” – Faye Brownlie, Catherine Feniak and Leyton Schnellert
- Library and classroom literacy collections (focused on Indigenous Learning)
- “Adrienne Gear Picks” – collections of K-5 picture book resources focused on diversity and SEL
SUCCESS INDICATORS: HOW WE WILL KNOW THAT OUR ACTIONS ARE HAVING THE DESIRED IMPACT
Key Results and Timeline
- Whole school student literacy assessments would show growth in targeted areas (baselines and end of year)
- Baselines for SWW, SWR, Word Work (Sept/Oct baseline to May/June final)
- Class reviews – class profiles (using UDL model with tiered tracking) of students would show growth in literacy
- Class reviews (Sept/Oct baseline to May/June final)
- February conferences with families would reflect personal strengths and growth from beginning of year
COMMUNICATION: HOW WE WILL SHARE OUR LEARNING JOURNEY WITH OUR COMMUNITY
- Updates to parents through email and PAC meetings
- Bulletin boards
- Parent/teacher and 3-way conferences
- Staff meetings and collaboration times