Steeples Elementary School
Steeples School, built in the mid 80's, is host to approximately 160 students and 25 staff. At
Steeples we pride ourselves on our ability to offer high quality, well rounded, whole child
educational experiences. Our dedicated staff caters to the needs of our diverse student
population by layering academic achievement with team building, self-esteem, self-actualization,
and instilling a strong sense of community responsibility.
Steeples centralized location supports a multifaceted education with easy access to educational
activities at many of our community centers; for example, we regularly visit Memorial and
Kinsmen arenas, Western Financial Place, Tamarac Mall, Juniper Lanes, and Key City Theater.
Students at Steeples become well balanced individuals that are ready to tackle the challenges of
middle school.
At Steeples School we strive to inspire our children. We foster a safe learning environment that
elicits co-operation, positive self-esteem and respect for others. We recognize the importance of
the collaboration role of both parents and staff in the total education of children. We encourage
positive and on-going communication so that together parents and staff can work as partners
towards the educational growth of each child.
Steeples in Review
In October of 2013 we asked the question, “How can we elicit positive change at Steeples that
will result in student academic, social and emotional growth?” All staff were tasked with the
mission of helping to establish a process of positive change at Steeples. In November of 2013
and February of 2014 we met as a staff and decided a multi-faceted approach was required to
establish positive change. We determined a number of school factors where interconnected and
would need to be addressed to support student success. Through this process we established the
“Spiral of Success” graphic to help us focus our needs based assessment and school growth.
STEEPLES ELEMENTARY “SPIRAL OF SUCCESS”: A GUIDE THAT WILL SUPPORT OUR SCHOOL GROWTH PLAN AND
ULTIMATELY SUPPORT STUDENT ACADEMIC, BEHAVIORAL AND EMOTIONAL GROWTH
The Spiral of Success graphic has six key aspects:

We will foster a sense of belonging by building authentic relationships with students, staff and members
of the community. “The single factor common to success in education is relationships.” Michael Fullan

We will identify learning needs based on data by evaluating strengths and weakness of student
achievement. Data will be both qualitative and quantitative in nature.

We will promote well-being and success for all by enriching the school community through ongoing
structured, professional learning that focuses on improving student achievement based on areas of need.

We will promote respectful school culture. Students and adults who feel valued, connected, understood,
and appreciated will be more respectful of themselves, each other, and their environment.

We will nurture students at risk by mobilizing the capacities of all staff. At risk students include students
identified by teachers as potential failures, students of aboriginal ancestry, and students with special
needs.

We will ensure students experience success by continually reviewing, reflecting and evaluating our school
based goals.
School Goals:
Through the development of the Spiral of Success we established two key school goals that we
believe will lead us in the direction of supporting student academic, social and emotional growth.
Goal #1:
Ensure all Primary Students are fully meeting Grade level language arts by end of
grade 3
Goal #2:
Foster a greater sense of connectedness within the school and community.
“Curriculum and standards must first connect with the lives and spirits of our children if we’re to have any lasting
success. Unless we reach into our students’ hearts, we have no entry into their minds. We can get students to pass tests
and complete assignments. But there is a price to pay. We will never inspire our students to learn for their own sake and to
love coming to school.” – Regie Routman
Goal #1: Ensure all Primary Students are fully meeting Grade level language arts by end
of grade 3
Inquiry Question:
Will strategies developed and implemented by a collaborative reflective literacy team improve
student literacy performance as indicated by PM benchmarks and Kindergarten portfolio
assessments? (3 – 5 year study length)
Plan:
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Kindergarten Portfolio of literacy for tracking change
Work with SLP and SLP EA to ensure consistent instruction, assessment and vision
Grade wide level readers – “Strong Readers” program
Literacy Support and facilitation from Deb Kennedy
Primary Teacher training around Reading Assessment such as Running Records and PM
benchmarks
Team Development of common Literacy Goals
Assessment of each grade two and three student by the end of October to determine bench
mark level
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Two additional assessment periods , February 2015 and May 2015
Assessment of Grade one students by end of January
Assessment of Kindergarten students and early grade one via portfolio
Strategies include reading for meaning and reading in context
Student Service Teacher Model to include significantly more inclusive support
Student Services Model to reduce student pull outs and focus more on ability grouping
Cross grade grouping
Smaller literacy groupings
Limited Skill and Drill – for example flash cards
Un-interrupt school wide literacy time - to include:
 Guided reading groups
 Buddy reading groups
 Whole class modeling and teaching
 Independent reading
 Ability groupings
 Writing
 Talking about reading and writing
Process
1.
2.
3.
4.
Identify instructional practice challenge and vulnerable students
Create school teams and set dates
Submit application for Learning Rounds grant funding
First meeting for professional learning and planning: what skills and strategies do our vulnerable
students need to succeed and what pedagogical practices will we try to address their needs?
5. Learning Rounds
6. Celebration and reflection: What worked, what didn’t, what’s next?
Evaluation of Goal #1:
Success will be evaluated with many different tools:

Reading ability will be assed with PM benchmarks. Student results from PM benchmarks
will allow us to track cohorts of students. Students reading ability should improve as the
move through the literacy learning process from kindergarten to grade 3. (note* PM
benchmarks data will be added to growth plan at a later date)

The number of primary students meeting or exceeding expectations in literacy related
assessment should increase as we progress through our literacy plan.
o Teacher literacy assessment – Report Card Data
o Grade 4 FSA literacy assessment will provide us with indications of student
success.
Report Card Results November 2014
Number of Students Exceeding: Kindergarten
Language Arts: Reading and Viewing
0
Language Arts: Speaking and Listening
0
Language Arts: Writing and Representing
0
Number of Students Meeting: Kindergarten
Language Arts: Reading and Viewing
23
Language Arts: Speaking and Listening
22
Language Arts: Writing and Representing
23
Number of Students Approaching: Kindergarten
Language Arts: Reading and Viewing
4
Language Arts: Speaking and Listening
5
Language Arts: Writing and Representing
4
Number of Students Exceeding: Grade 1
Language Arts: Reading and Viewing
Language Arts: Speaking and Listening
Language Arts: Writing and Representing
0
0
0
Number of Students Meeting: Grade 1
Language Arts: Reading and Viewing
Language Arts: Speaking and Listening
10
8
Language Arts: Writing and Representing
4
Number of Students Approaching: Grade 1
Language Arts: Reading and Viewing
8
Language Arts: Speaking and Listening
9
Language Arts: Writing and Representing
13
Number of Students Not Yet Meeting: Grade 1
Language Arts: Reading and Viewing
2
Language Arts: Speaking and Listening
2
Language Arts: Writing and Representing
2
Number of Students Exceeding: Grade 2
Language Arts: Reading and Viewing
0
Language Arts: Speaking and Listening
0
Language Arts: Writing and Representing
0
Number of Students Meeting: Grade 2
Language Arts: Reading and Viewing
14
Language Arts: Speaking and Listening
15
Language Arts: Writing and Representing
12
Number of students Approaching: Grade 2
Language Arts: Reading and Viewing
3
Language Arts: Speaking and Listening
5
Language Arts: Writing and Representing
5
Number of students Not Yet Meeting: Grade 2
Language Arts: Reading and Viewing
4
Language Arts: Speaking and Listening
1
Language Arts: Writing and Representing
4
Number of Students Exceeding Grade 3
Language Arts: Reading and Viewing
Language Arts: Speaking and Listening
0
0
Language Arts: Writing and Representing
0
Number of Students Meeting Grade 3
Language Arts: Reading and Viewing
Language Arts: Speaking and Listening
Language Arts: Writing and Representing
Number of Students Approaching: Grade 3
Language Arts: Reading and Viewing
Language Arts: Speaking and Listening
Language Arts: Writing and Representing
Number of Students Not Yet Meeting: Grade 3
Language Arts: Reading and Viewing
Language Arts: Speaking and Listening
Language Arts: Writing and Representing
2014 and 2015 FSA Results will be used as a baseline
FSA Grade 4 Reading Open Ended 2014
Content
Item
#
PLO
Number (%)
of
Respondents
Number (%)
of Score 0
Number (%)
of Score 1
Number (%)
of Score 2
Number (%)
of Score 3
Number (%)
of Score 4
B1
Analyze
Texts
B2
1
B8
B9
17
(100%)
0
(0%)
1
(6%)
12
(71%)
4
(24%)
0
(0%)
FSA Grade 4 Writing Open Ended 2014
Content
Personal
Response
(Focused
Writing)
Item
PLO
#
Number (%)
of Score 1
Number (%)
of Score 2
Number (%)
of Score 3
Number (%)
of Score 4
17
(100%)
2
(12%)
8
(47%)
7
(41%)
0
(0%)
17
(100%)
0
(0%)
11
(65%)
6
(35%)
0
(0%)
C1
1
C4
C11
C3
Story/Narrative
(Extended
Number (%)
of
Respondents
2
Writing)
C11
Goal #2: Foster a greater sense of connectedness within the school and community.

Joint Project with COTR on Physical Literacy

All students will be assessed as to their physical literacy proficiency

All students will work on their physical literacy at noon hours throughout the
year

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Continue and expand school wide buddy program

Reading time

Playground support

Event support
Continue to develop student leader program

Peer support

Help supervise at recess

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Increased sense of ownership
Initiate and expand school activities

Swim Days

Skate Days

Ski Days (intermediate)

School assemblies focusing on team building and culture

School multi grade teams

Music Video Dance afternoon(s)

Expand student ownership of school culture

Expand community focus of school but increasing opportunities for families
Evaluation of Goal #2

Success will be evaluated using a number of differing strategies.

Staff completed a school culture check in November of 2013 as part of our planning process. Results from
the school culture check will be compared each year to indicate trends or change

Students will complete a school culture check in February of 2015 and subsequent years to assess
potential change.

Satisfaction survey results will also help us establish a baseline for change

Number of recorded “behaviour incident reports” will also help establish base line for change
Staff School Culture Check November 2013, see attachment
Staff answered all questions on the School Culture Check, however, we reviewed and discussed questions 1 – 17
for purposes of this growth plan goal.
Areas of identified concern as indicated by staff by question number:
1)
Does the school feel safe to you?
-Progress Needed
5)
What one word describes the climate in the school?
-Inappropriate, Unstable, Panicked
15d) What is the level of participation in school by community members?
-Progress Needed
15e) What is the level of participation in school by Parents?
-Progress Needed
16ai) What is the quality of relationships between student peer groups
-Progress Needed
16aii) What is the quality of relationships between student grade groups
-Progress Needed
17ai) What is the quality of relationship between students and community
-Progress Needed
17aii) What is the quality of relationship between school and parents
-Progress Needed
17aiii) What is the quality of relationship between school and community
-Progress Needed
17aiv) What is the quality of relationship between school and organizations
-Progress Needed
Satisfaction Survey - 2013/14, Grade 4 Respondents
(Note: Questions specific to Goal #2 have been extracted from 2013/2014 satisfaction survey)
Students Reporting "Many Times" or "All of the Time"
Do you feel safe at school?
#
%
2009/10
18
2010/11
26
2011/12
16
2012/13
13
2013/14
10
86 - - - - - 90 - - - - - 84 - - - - - 87 - - - - - 59 - - - - - -
At school, are you bullied, teased, or picked on? ¹
#
%
2009/10
4
18 - - - - - 2010/11
1
4-----2011/12
4
20 - - - - - 2012/13
0
0-----2013/14
0
0-----¹ For this question, a low percentage of students reporting "Many Times" or "All of the Time" is
desired.
Do you know how your school expects students to behave? (Grades 3/4, 7)
#
%
2009/10
14
64 - - - - - 2010/11
27
96 - - - - - 2011/12
17
85 - - - - - 2012/13
15
94 - - - - - 2013/14
17
100
Do you like school?
#
%
2009/10
2010/11
2011/12
2012/13
2013/14
11
18
10
07
10
46 - - - - - 64 - - - - - 50 - - - - - 47 - - - - - 59 - - - - - -
Do you like what you are learning at school?
#
%
2009/10
2010/11
2011/12
2012/13
2013/14
9
10
43 - - - - - 22
81 - - - - - 12
60 - - - - - 56 - - - - - 7
41 - - - - - -
Do your teachers help you with your schoolwork when you need it?
#
%
2009/10
2010/11
2011/12
2012/13
2013/14
13
20
10
11
11
57 - - - - - 69 - - - - - 48 - - - - - 69 - - - - - 69 - - - - - -
Do your parents help you with your learning?
#
%
2010/11
19
66 - - - - - 2011/12
14
67 - - - - - 2012/13
13
81 - - - - - 2013/14
14
82 - - - - - -
Does staff treat all students fairly at school?
#
%
2009/10
18
75 - - - - - 2010/11
24
89 - - - - - 2011/12
15
71 - - - - - 2012/13
13
81 - - - - - 2013/14
14
82 - - - - - -
How many adults at your school care about you? (Percentage responding 2 adults or more)
#
%
2009/10
22
92 - - - - - 2010/11
27
90 - - - - - 2011/12
20
95 - - - - - 2012/13
15
94 - - - - - 2013/14
17
100 - - - - - -
Do you feel welcome at your school?
#
%
2009/10
15
68 - - - - - 2010/11
26
90 - - - - - 2011/12
18
86 - - - - - 2012/13
15
94 - - - - - 2013/14
10
63 - - - - - -
I would like to go to a different school.
#
%
2010/11
4
14 - - - - - 2011/12
1
5-----2012/13
3
19 - - - - - 2013/14
0
0------
At school, are you learning about how to stay healthy?
#
%
2009/10
10
48 - - - - - 2010/11
16
59 - - - - - 2011/12
14
67 - - - - - 2012/13
10
63 - - - - - 2013/14
5
31 - - - - - -
Do the teachers and staff at your school support healthy behaviour?
#
%
2009/10
14
74 - - - - - 2010/11
19
70 - - - - - 2011/12
16
80 - - - - - 2012/13
13
81 - - - - - 2013/14
10
59 - - - - - At school, do you get exercise (for example, physical activity or sports)?
#
%
2009/10
22
92 - - - - - 2010/11
23
85 - - - - - 2011/12
16
76 - - - - - 2012/13
14
88 - - - - - 2013/14
15
94 -
Parent Satisfactions surveys where statistically invalid as there were 3 or less respondents for each of questions in
each of the years of the assessment.
Behaviour Incident Reports submitted 2013-2014
161 behaviour incident reports submitted for students with IEP’s
96 behaviour incident reports submitted for remaining population
Total behaviour incident reports 2013-2014 school year = 257
School District No. 5 (Southeast Kootenay)
Plan 2014-2015
School:
CERTIFICATION BY SCHOOL PLANNING COUNCIL:
We certify that, to the best of our knowledge, the information provided in this growth plan is accurate
and reflects the needs of our school.
____________________
_______________________
Parent Member’s Name
_____________________
_______________________
Parent Member’s Name
_____________________
_______________________
_______________________
Date
______________
Date
______________
Signature
_______________________
Student Member’s Name
_____________________
______________
Signature
Teacher Member’s Name
_____________________
Date
Signature
Parent Member’s Name
_____________________
______________
Signature
Date
______________
Signature
_______________________
Principal’s Name
Date
______________
Signature
Date
Board Authorization
School Plan for _______________________________________________ approved by the Board of
Education of School District No. 5 (Southeast Kootenay).
________________________________
Board Chair
________________
Date
Budget Allocation to support School Goals
2014-2015
Goal/
Objective
Actions Planned to Support
Goal/Objective
TOTAL
Budget
Allocation
Funding Source
$
School Growth
Plan
$
School Growth
Plan
$
School Growth
Plan
$