2013 – 2014
School Plan Document
Name of School: Marlborough
Year of Plan
1
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2
3
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Date: May 17, 2013
Other ___
Response to Intervention
FRAMEWORK
School Community Context:
École Marlborough School is a campus which is housed in the East
Building and West Buildings. It is the largest elementary school in British
Columbia, with a K-7 enrollment and based on May 2013 figures there are
1006 (548 students in the English program and 458 students in the French
Immersion program). First term 2012 reports indicate that the numbers in
the Response To Intervention pyramid (RTI) Tier 3- 59 students, Tier 2254 students. These numbers also include 278 English Language Learner
(ELL) students. The District Welcome Centre portable is situated on our
site and the District Library Resource Centre is located in the west wing of
the West building. At Marlborough, there are 77 staff, including
administrators, teaching staff, and support staff. A District Speech
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Pathologist, Teacher of the Hard of Hearing, and a District Settlement
Worker has an office in the East Building. The Burnaby French Language
Playschool and a portable which houses childcare facilities are located on
the school grounds.
Assessment
Ongoing assessment for, as, and of learning is conducted with all students and additional assessment
or short term progress monitoring is used to identify students who require more intensive
interventions.
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Monitoring & Adjusting
Based on ongoing assessment data, student progress is monitored and instructional practise is
adjusted to meet the needs of each learner.
Data Based Decision Making
Data analysis and decision making occur at all levels of RTI implementation and all levels of
instruction. Teams use ongoing assessment data to make decisions about instruction and movement
within the multi-level prevention system.
Multi-Level Prevention System
RTI is a multi-tiered service delivery model in which instruction is differentiated to meet learner needs
at each of the various levels. The first level focuses on high quality core instruction, the second level
includes interventions of moderate intensity and the third level includes intensive interventions that
are individualized for each learner.
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TIER 3
Response to Intervention
TIER 2
TIER 1
As you reflect on student achievement data, how will this influence your next
step/goal?
This will influence our next step/goal:
• Analysis of data will direct future teaching practices such as asking
questions like: what’s working? What next? Did my teaching make a
difference?
• Reviewing
eviewing assessment practices, rubrics and performance standards,
differentiated instruction strategies will encourage new professional
discussions which will lead to informed practice
practice.
GOAL:
What data supports this goal?
Refer to supporting data in the appendi
appendices.
Goal
• To improve Oral Language listening skills for all learners
K – to increase the number of students who are developi
developing
ng or applying
expectations in:
• listening during activities and participating in informal language interactions
All other grades- to increase the number of students who meet or exceed
expectations in:
• Grade 1- listening for a variety of purposes and demonstrating comprehension
• Grade 2- listening attentively for a variety of purposes and demonstrating
comprehension
• Grade 3, 4, 5- listening purposefully to understand ideas and information
• Grade 6- listening purposefully to understand and analyze ideas and
information
• Grade 7- listening critically to understand and analyze ideas and information
info
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TIER 3
TIER 2
TIER 1
Goal
How will class/grade-wide
wide assessment data inform your next steps?
• Provides us with a framework to adapt our differentiated teaching practices in
response to student needs.
What will be in place to support all students?
41 % of our students (415 students) are Tier 1. See "What's Happening "
attachment in appendices.
Examples include: Inquiry based learning; differentiated instruction; small group
instruction/activities; communications with all our stakeholders; improving
teaching and learning through professional development.
How will you monitor progress for all students? How frequently?
• Assessment practices, rubrics and performance standards; observations;
weekly assessment of needs to guide our instruction
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TIER 3
TIER 2
TIER 1
Goal
Based on class/grade-wide
wide assessment data, which students in Tier 2 require
more targeted interventions?
• Based on evidence collected in the fall term of 2012 there are 254 students.
students
278 ELL in the English stream and an additional 53 K- 3 ELL students identified
in French Immersion.
How will the data inform next steps?
• We will be examining the needs of students in the following areas of
development:: social emotional; literacy and numeracy.. Specifically the
learning styles of boys and girls
girls,, LSS in French and English, ELL, Aboriginal and
designated and identified students.
What interventions will you implement to support these students?
• Learning Improvement Fund (LIF) - Leveled Literacy Instruction and daily
guided reading instruction
nstruction for English and French Grade K/1,
Learning Support Services (LSS) - English and French, English Language Learner
L
(ELL) support, Aboriginal Circle Support
Support, “Buddy” classes, classroom
volunteers, writing groups
groups, Odyssey of the Mind, Mind Up, Go Girls,
Girls Fun
Friends program, FIN Friends
Friends, Enrichment Writing Groups, Fine Arts Programs,
Programs
School Sports Teams, Student Learning Plans
Plans, Peer Mediators, Librarian
support, Math enrichment, individual and group counseling support.
support
How will you monitor progress for these students? How frequently?
• Assessment practices, rubrics and performance standards; observations;
weekly assessment of needs to guide our instruction; collaboration with
support teachers; Weekly TEAM meetings and class reviews.
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TIER 3
TIER 2
TIER 1
Goal
Based on targeted assessment data, which students in Tier 3 require more
intensive interventions?
• 59 students require more targeted interventions
How will the data inform next steps?
• We will be examining the needs of these students in the following areas of
development: social emotional; literacy and numeracy.
What individualized interventions will you implement to support these
students?
• EA, LSS, ELL, cross-grade
grade support
support, in-school counseling, outside agencies
and/or District
strict personnel support; mentor groups; connection/relationship
/relationship
development with administrati
administrative staff.
How will you monitor progress for these students? How frequently?
• IEP’s, SLP’s and TEAM meetings (updated as needed throughout the Year),
Year ongoing parent communications, class reviews (updated bi-annually)
annually) and
classroom assessments (daily)
(daily).
APPENDICES
Provide
rovide the evidence/data analysis tthat supports your school goal..
Project Grant Proposal, Marlborough School Oral Language Listening Skills data
formss December 2012 and May 2013, Analysis of - Oral Language Listening Skills
data.
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How will your School Grant support your school plan?
1.
What is the objective?
K – to increase the number of students who are developing or applying expectations in :
listening during activities and participating in informal language interactions
All other grades- to increase the number of students who meet or exceed expectations in:
Grade 1- listening for a variety of purposes and demonstrating comprehension
Grade 2- listening attentively for a variety of purposes and demonstrating comprehension
Grade 3, 4, 5- listening purposefully to understand ideas and information
Grade 6- listening purposefully to understand and analyze ideas and information
Grade 7- listening critically to understand and analyze ideas and information
2.
What is the data that that led to this being an objective?
We chose this objective because of the connection to the district wide initiative of literacy.
Marlborough teachers strongly believe children’s Oral Language development is considered to be a
key foundation for successful literacy. We learn to talk by talking. We learn to listen by listening.
The more we talk and listen to others talking, the better our ability to manipulate language, the better
our ability to think and therefore to read and write.
3.
Who are the students/student group that will benefit from this objective?
The student body is comprised of a K-7 enrolment of 1006 (548 students in the English program and
458 students in the French Immersion program), Response To Intervention (RTI) Tier 3- 59 students,
Tier 2- 254 students and 278 ELL students.
4.
How will this project be reflected in meeting the goals in your school plan?
Analysis of the data will show improvement in Oral Language achievement specifically listening
skills across the grades, programs, tiers and gender.
5.
How will you begin the project, monitor it and adjust it?
After the initial collection of baseline data the teachers will meet during staff meetings to discuss
differentiated instructional strategies and assessment. Professional discussions will occur amongst
the teachers who will then have opportunity to share their knowledge and expertise, lesson plans and
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ideas to promote listening skills within grade groups. Teachers will also reflect upon strategies and
assessments implemented and thus refine classroom practice.
6. How will funds be spent?
Funds will be spent on:
• TOC time, Fees, Resources, etc
• Posters promoting listening skills
• FM and Front Row sound systems
• Guest authors of French and English children’s books,
• First Nations elders visits
• Anti-bullying presentations
7.
How will you measure the impact on student achievement from this project?
Using IRP’s, report card data, checklists, FSA, performance standards, Oral Language rubrics,
district Oral Language data forms, Marlborough School January 2013 pre-data collection re: Oral
Language listening skills, May 2013 Listening Skills Post Data Collection and June 2013 final
student progress reports.
Signatures of SPC Members;
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