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North Vancouver School District
SCHOOL PLAN
2010-2013
School: École Braemar Elementary School Principal: Cathy Piteux 2010-2011
Address: 3600 Mahon Avenue Heather McTaggart 2011-2012
North Vancouver, BC V7N 3T6
Phone: 604-903-3270
School/Community Context:
Ecole Braemar Elementary School’s Mission Statement is:
“To enable our students to achieve their fullest potential as lifelong learners. The students, staff and parents work in partnership to provide a respectful, nurturing environment that promotes individual and social responsibility, academic success, aesthetic development and physical well-being.”
École Braemar Elementary School is unique in that it is the only triple track school in North Vancouver School District. Those things that make the school unique also make it quite remarkable. The school has a Kindergarten to Grade 7 English Program, a Kindergarten to Grade 7 French Immersion Program and Late French Immersion Program at the Grade 6 and 7 levels. This creates a school context where more than 30% of the student population is at the Grade 6 and 7 levels. Having such a high percentage of the school population at the upper intermediate level translates to a need for more extra curricular activities to ensure that all interested students have an opportunity to participate for example in sports teams. At the same time, this high percentage of Grade 6 and 7 students gives the school a larger than normal pool of potential leaders. The staff provides many leadership opportunities for students, including morning student announcements, student council, peer counselling and providing leadership for our daily physical activities.
Although the triple track aspect of the school presents some challenges with regards to social interactions among the students (as the students do not get to know each other over the course of their years at the school in the same way that an English-only school does) the extra curricular activities and early fall trip to the School District’s Outdoor School ensure that students from the later French Immersion stream feel welcome and meet new friends at Braemar. The Late French Immersion classes may impact on school data as these students have not necessarily had the same approach to learning that is outlined in Braemar’s School Plan. All staff members are interested in continuous improvement and work together to ensure success for all students, although the approach may be seen to be different for students learning another language.
The parents in this community are not necessarily from the immediate school community as both the French Immersion and the late French Immersion programs are District programs and placement in each of these programs is by lottery. This means that students are coming from all over the School District rather than from the immediate neighbourhood. It is somewhat like having three small schools housed in the same building and so there is always that need to unify the school for staff, students and parents. Each stream of the school is well represented on the Parent Advisory Committee and they provide numerous opportunities for all parents to be involved and to come together as a community. Both staff and students work to provide some school-wide endeavours that create a sense of community for students. These ideas include everything from Student Council sponsored fun days such as “twin day” or “pyjama day” to Literacy Day and a school-wide write both of which provide a school-wide focus that unites the school as a cohesive community of learners.
Braemar is part of the Networks Project in the Lower Mainland which focuses on the use of Performance Standards. This year the Network focus at Braemar is Social Responsibility. This is part of the daily culture at the school with students leading daily announcements and a bi-weekly focus on the direct teaching of positive attributes or virtues. The Social Responsibility Quickscale has been translated into child friendly language so that students can self-evaluate each of the four aspects of Social Responsibility. This is coupled with the teacher’s evaluation of the student’s social responsibility. The Social Responsibility Quickscale is also part of the “Think Sheet” that students complete when their behaviour does not follow the school’s Code of Conduct. Braemar has a very active Peer Counselling Program that is organized and supervised by the school’s counsellor and another staff member who is on site every day. Two classes are currently doing the Roots of Empathy Program. Eight staff members have done the TRIBES Training and are now taking the lead during monthly staff meetings and on Professional Days to share that community building approach with the rest of the Braemar Staff. On-going staff development continues to build on inclusion, differentiating instruction and student engagement.
Braemar has an active Reading Committee, a Math Committee, a Safe and Caring Committee and an Action School Committee, all of which meet regularly. Although the committees are on-going from year to year, membership may change slightly each year as membership is voluntary. Committee membership is re-established each September and new members are welcomed at any time. These committees work with staff to provide leadership in curricular areas, school initiatives and in the development and implementation of the School Plan.
Braemar has a well established Parent Advisory Council that meets monthly, publishes a Newsletter monthly and keeps parents informed through e-mail and the school website. The Braemar PAC sponsors a number of events throughout the school year to build community such as the pancake breakfast the first Friday in September, the Holiday Sing-A-Long in December and so on. The school also publishes a monthly Newsletter and has a very well-maintained school website that informs parents, reminds parents of upcoming events and celebrates the positive things that are happening around the school.
Demographics:
Total number of students: 503 Male: 244 Female: 259
Number of students per grade
Grade ADK K 1 2 3 4 5 6 7
English
37 24 35 34 46 29 45 27
Fr. Imm. 21 24 21 24 24 22 21 18
Late Fr.
Imm. 28 25
# FTE Teachers & Administrators % Aboriginal Students % Special Needs Students % International Students % ESL
23.62 0 5% 2.8% 3.6%
Progress Analysis:
Review of School Goals – Previous Year
Goal 1
To improve students’ proficiency in Literacy over the next three years as measured by the BC Performance Standards.
Upon review of this goal, the School Planning Council and the School Reading/Writing Committee felt that this goal needs to stand as it is written and success to be measured over time.
Objective 1.1 To improve students' overall performance in the area of Reading as measured by the Reading Performance Standards for all Grade 1-7 students with a specific focus on our targetted groups (originally Grades 2and 4) who are now in Grades 4 and 6 .
Upon review of this objective, the School Planning Council and the School Reading/Writing Committee felt that this objective needs to stand as it is written as we follow the progress of our targeted groups over time. Cross grade Guided Reading (small group direct instruction of reading) will be continued for both the French and English streams at the Primary Grades and in the English stream at the Grade 4/5 level to improve reading performance. We will include a Grade 1 target groups so that we are able to track a primary group as well as intermediate groups over time.
Although the performance rate of the other students in Reading remains high, both the Reading/Writing Committee and the School Planning Council feel that it is important to continue to track the progress of all students in the school on some key measures such as the TOPA for Kindergarten and the Reading Performance Scale ratings and Foundation Skills Assessment data in order to see trends and/or emerging issues over time. This data will be tracked in Appendix A. Key Measures will be TOPA, BC Performance Standards and FSA data. It is also necessary to continue the interventions that are currently in place for those students deemed to be at risk to ensure their continued success.
Objective 1.2 To improve proficiency in writing in form (opening, organization and sequence and conclusion) and convention (complete sentences, punctuation and grammar) as measured by the BC Writing Performance Standards for targetted groups (originally in Grades 2 and 4) who are now in Grades 4 and 6 .
Upon review of this objective, the School Planning Council and the School Reading/Writing Committee felt that this objective needs to stand as it is written as we follow the progress of our targeted groups over time. We will include a Grade 3 target group so that we are able to track a primary group as well as intermediate groups over time.
New baselines were set that are specific to form and convention and that will continue to be the focus of the assessment of the School-Wide Write next year. The focus of the targeted groups captured one primary and one intermediate grade that each had a relatively high percentage of students Not Meeting Expectations and a relatively low number of students Exceeding Expectations. This data will be tracked in Appendix A. Key Measurement: B.C Performance Standards.
Goal 2: To improve students’ proficiency in Mathematics over the next three years as measured by the BC Performance Standards.
Upon review of this objective, the School Planning Council and the School Reading/Writing Committee felt that this objective needs to stand as it is written as we follow the progress of the targeted groups over time.
Objective 2.1 To improve students' proficiency in Math in for our targetted students ( originally Grades 2 and 5) who are currently in Grade 4 and Grade 6 as measured by the BC Performance Standards
Upon review of this objective, the School Planning Council and the School Reading/Writing Committee felt that this objective needs to stand as it is written as we follow the progress of the targeted groups over time.
As this Performance Measure is relatively new in the School Plan, it is difficult to see a trend that highlights a particular target group. As we track our targeted groups (originally Grade 3 and 5) who are currently in Grade 5 and Grade 7, we may need to revise our baselines and targets as more data becomes available. We will include a Grade 2 target group so that we are able to track a primary group as well as intermediate groups over time.
Numeracy data will be tracked in Appendix B for all students. Measures used will be the Numeracy Assessment for Kindergarten and the Math Performance Scale ratings and Foundation Skills Assessment data in order to see trends and/or emerging issues over time.
Goal 3: To increase students’ Social Responsibility over the next three years as measured by the B.C. Performance Standards and the Safe Schools and Social Responsibility Survey (Intermediate Grades only).
Upon review of this goal, the School Planning Council and the School Reading/Writing Committee felt that this goal needs to stand as it is written with success to be measured over time. The School District will not be having students complete the Safe Schools and Social Responsibility Survey this year, due to budget constraints, so we will need to rely on the data from the B.C. Performance Standards to measure our success for this goal.
Social Responsibility continues to be an area where we would like to see improvement in student performance. Continued direct teaching of social responsibility and continued self-evaluation and teacher evaluation will serve to highlight this important aspect of the School Plan. Baselines and targets will need to be set once we have more data collected in this area. The Social Responsibility data will be tracked in Appendix C. It is also necessary to continue the strategies that are currently in place to ensure continued improvement in this goal area. The Safe and Caring and Social Responsibility Survey was used District-Wide as a measure of success in feelings of safety, feelings of being cared about and in students having social responsibility, in 2005-2006 and again in 2007-2008. The data from that survey indicates improvement in all areas. We feel that the active teaching of the various aspects of Social Responsibility and the “Virtues” teaching units that are provided as a resource to teachers each week by the Safe and Caring School Committee.
Opportunities for Further Development:
Goal 1
To improve students’ proficiency in Literacy over the next three years as measured by the BC Performance Standards.
The Grade 1-3 Guided Reading Program in the English and French stream and at the Grade 4/5 levels in the English stream, need to be monitored to look at possible additional interventions for our targeted groups (originally Grades 3 and 5) who are currently in Grades 4 and 6 in reading. Guided Reading has also been introduced at the Grade 4 level in the French stream. Our foundation skills data indicates a need for a specific focus on inferencing skills and on understanding the author’s message in poetry. We will address this in our strategies for this goal. In the Writing part of this goal, we will continue to focus specifically on form and conventions of writing for our targeted groups (originally Grades 3 and 5 ) who are currently in Grades 4 and 6.
As we wish to continue to track students both at Primary and an Intermediate, we will choose a new Primary target group to track over time.
Goal 2
To improve students’ proficiency in Mathematics over the next three years as measured by the BC Performance Standards.
Although students perform relatively well, more work is needed both with parents and staff in reaching an understanding of the new approach to Math that is evident in both the Ministry Curriculum and in the District support of that curriculum. As the Math Performance Measure is relatively new in the School Plan, it is difficult to see a trend that highlights a particular target group. As we track our targeted groups (originally Grades 3 and 6) who are currently in Grade 4 and Grade 7, we may need to revise our baselines and targets as more data becomes available. Interventions will need to be put in place for those students who are deemed to be at risk. As we wish to continue to track students both at Primary and an Intermediate, we will choose a new Primary target group to track over time.
Goal 3
To increase students’ Social Responsibility over the next three years as measured by the BC Performance Standards and the Safe Schools and Social Responsibility Survey (Intermediate Grades only).
The focus of the School Plan will be Social Responsibility. We will continue to collect data on the Social Responsibility Performance Standards for each grade rather than whole school data so that we can determine if there is a problem at a particular grade that needs to be addressed. Data will be collected for all four aspects of Social Responsibility. Since the School District will not be doing the Safe Schools and Social Responsibility Survey this year, we will not be able to use any data from that survey. Previous survey results indicated that we were performing at a higher rate than the school district average in all areas so we will look to school level data for improvement.
School Goals:
Based on the review of student achievement using Provincial, District and school evidence and having taken into account feedback from both parents and teachers at the school, the goals set out in the École Braemar Elementary School Plan for 2010-2013 are:
1. To improve students’ proficiency in Literacy over the next three years as measured by the BC Performance Standards.
2. To improve students’ proficiency in Mathematics over the next three years measured by the BC Performance Standards.
3. To increase students’ Social Responsibility over the next three years as measured by the BC Performance Standards.
School Goal 1:
To improve students’ proficiency in Literacy over the next three years as measured by the BC Performance Standards.
Goal Rationale:
Reading proficiency is a key foundation for student achievement in all areas. Writing is key to communication. In an exercise designed to prioritize goals for the school, Braemar staff and parents identified the improvement of reading and writing proficiency of students as a priority. The Reading/Writing School Committee and the School Planning Council have annually reviewed Provincial, District and School data from 2001-2009 and identified a continued need to improve literacy (reading and writing) proficiency at Braemar.
Objective 1.1
To improve students' overall performance in the area of Reading as measured by the Reading Performance Standards for our targetted groups (originally Grades 2 and 4) who are now in Grades 4 and 6 by 5% and 10% respectively and for this year’s Grade 1 by 5%.
Strategies/Structures:
• Provide Grade 1-3 Guided Reading in both French and English streams and in the Grade 4/5 English stream (Classroom Teachers – Leadership - Reading/Writing Committee)
• Direct instruction of the reading strategies and the Reading/Writing Connection strategies identified in Reading 44 and Writing 44 on an ongoing basis for grades 1 to 7 (Classroom Teachers – Leadership - Reading/Writing Committee) Specific focus on inferencing skills.
• Engage students in a three week poetry unit that involves both reading and writing poetry.
• Engage students in their own learning through oral discussion of the strategies used before, during and after reading.
• Provide more frequent Guided Reading opportunities for those students deemed to be at risk (LAC Teacher, Special Education Aides and Classroom Teachers)
• Use peer support for Guided Reading at the Primary and Intermediate level via the Primary and Intermediate teams (Primary and Intermediate Teams)
• Hand out the pamphlet, “Reading Tips for Parents”, which is a resource to help parents understand the 12 Reading Strategies and how they can help their child at home, at first term interview and post on the school web site (Classroom Teachers – Leadership - Reading/Writing Committee)
• Post a more detailed version of “Reading Tips for Parents” on posters throughout the school and post on the school web site (Reading/Writing Committee)
• Publish home support tips for each of the Reading Strategies (one per month) in the School Newsletter (Principal)
• Celebrate Reading/Writing school-wide through an annual "Literacy Day" (Reading/Writing Committee)
Evidence: (Quantitative)
Reading Performance Standards
Key Performance Measure: Baseline Actual Target
Grade 1 (Not Yet Meeting Expectations) 4% 4% <3%
Grade 4 (Not Yet Meeting Expectations) 9.5% 7% <5%
Grade 6 (Not Yet Meeting Expectations) 13.5% 8% <5%
Reading Performance Standards
Key Performance Measure: Baseline Actual Target
Grade 1 (Exceeding Expectations) 11% 11% >15%
Grade 4 (Exceeding Expectations) 22% 24% >30%
Grade 6 (Exceeding Expectations) 18% 19% >25%
Evidence: (Demonstrable Behaviours)
• Students use ideas and examples from the text to support answers to questions.
• Students make comparisons and connections between stories.
• Students make inferences.
Objective 1.2:
To improve proficiency in writing in form (opening, organization and sequence and conclusion) and convention (complete sentences, punctuation and grammar) as measured by the BC Writing Performance Standards for targetted groups (originally Grades 2 and 4) who are now in Grades 4 by 2% and and 6 by 3%. For this year’s Grade 3s we want them to maintain the current level of success as they enter Grade 4, which has typically dropped in the past.
Strategies/Structures:
• Assess all students with the Performance Standards scale by conducting a school-wide write in March/April. (Classroom Teachers – Leadership - Reading/Writing Committee)
• Use the Braemar primary scope and sequence of technical writing skills for primary students. (Classroom Teachers – Leadership - Reading/Writing Committee)
• Use the Braemar scope and sequence of technical essay and report writing skills for intermediate students. (Classroom Teachers – Leadership - Reading/Writing Committee)
• Support students deemed to be at risk for a defined period of time (LAC Teacher)
• Continue use of co-writer software to support SLD students (LAC Teacher)
• Promote use of Performance Based Standards by sharing strategies at combined Primary and Intermediate team meetings once each term. (Primary and Intermediate Teams)
• Actively teach the use of technology to support writing (graphic organizers, use of the tools etc.) (Classroom Teachers)
Evidence: (Quantitative)
Writing Performance Standards School-Wide Write Assessment Form and Convention Only
Key Performance Measure: Baseline Actual Target
Grade 3 (Approaching, Meeting or Exceeding Expectations) 95% 90% *90%
Grade 4 (Approaching, Meeting or Exceeding Expectations) 85% 92% 94%
Grade 6 (Approaching, Meeting or Exceeding Expectations) 90% 96% 99%
Note: New Baselines established 2008-2009 year for “Form and Convention Only”
* Typically we have seen the scores moving from Grade 3 to Grade 4 drop each year.
Evidence: (Demonstratable Behaviours)
• Students use sentences that vary in length and structure in writing.
• Students improve in spelling, punctuation, grammar and vocabulary.
• Students improve in developing a logical and resolved ending to stories.
School Goal 2:
To improve students’ proficiency in Mathematics over the next three years as measured by the BC Performance Standards.
Goal Rationale:
Proficiency in Mathematics is a critical life skill. In an exercise designed to prioritize goals for the school, Braemar staff and parents identified the improvement of students’ proficiency in Mathematics as one of the three top priorities. The Mathematics School Committee and the School Planning Council has annually reviewed Provincial, District and school data from 2001-2009 and identified the continued need to improve students’ proficiency in Mathematics at Braemar.
Objective 2.1:
To improve students' proficiency in Mathematics, as measured by the BC Performance Standards, in our targeted students (originally Grades 2 and 5), who are currently in Grades 4 and Grade 7 by 2% and by 5% respectively, and for this year’s Grade 2s by 3%.
Strategies/Structures:
• Continue to implement Mathematics 44 strategies from Gr. 1 – 7 (Classroom Teachers – Leadership - Math Committee)
• Display Math Language Posters in Classrooms (Classroom Teachers)
• Teach and re-teach the use of a variety of strategies to solve a Math Problem of the week (Classroom Teachers – Leadership - Math Committee)
• Engage students in their own learning through oral discussion of the math strategies being used in both games and activities and in textbook/worksheet assignments. (What did you learn? What strategies/skills did you use?)
• Use both whole class math games and small group math games to teach and reinforce math strategies. Connect the strategies being used in games and activities to textbook/worksheet assignments.
• Use Math Literature from Math 44 to help students connect math concepts to real-life math.
• Use the item-level analysis from the Grade 4 & 7 numeracy section of the FSA to inform instruction (Math Committee) (Distribution of the information – Principal)
• Use the section level analysis of the North Vancouver School District Grade 6 Math Assessment to inform instruction. (Math Committee) (Distribution of the information – Principal)
• Use the Numeracy Performance Standards to inform instruction and monitor student success (Classroom Teachers – Leadership provided by Math Committee)
• Provide leadership and support for the implementation of Math 44 and in the use of the Math Textbook. (Math Committee and District Personnel)
• Distribute the Primary/Intermediate pamphlet, “Tips for Parents – Student Success using the 10 Math Habits”, which is a resource to help parents understand the 10 Math Habits and how they can support their child in Math, to parents of primary students at the first term parent-teacher interview (Classroom Teachers – Leadership - Math Committee)
• Communicate Math strategies with parents with such structures as a Math Family evening and/or “Buddy-Math” week. (Leadership - Math Committee)
Evidence: (Quantitative)
Math Performance Standards
Key Performance Measure: Baseline Actual Target
Grade 2 March Report Card (Not Yet Meeting) 2% 4% <2%
Grade 4 March Report Card (Not Yet Meeting) 1% 4% 0%
Grade 7 March Report Card (Not Yet Meeting) 10% % <5%
Note: This baseline and target were set based on only two years of data and may need to be re-evaluated.
Math Performance Standards
Key Performance Measure: Baseline Actual Target
Grade 2 March Report Card (Exceeding) 7% 7% >10%
Grade 4 March Report Card (Exceeding) 11% 25% >30%
Grade 7 March Report Card (Exceeding) 14% % >25%
Note: This baseline and target were set based on only two years of data and may need to be re-evaluated.
Evidence: (Demonstratable Behaviours)
• Students improve in basic number and number operation skills.
• Students are able to solve multi-step problems using a variety of strategies.
• Students are better able to communicate their thinking in Math by organizing their thoughts and showing an increased understanding of the language of Math.
(Ex. I know this subtraction answer is not possible. It is larger than either of the numbers in the question. I need to go back and do this again.)
School Goal 3:
To increase students” Social Responsibility over the next three years as measured by the B.C. Performance Standards and the Safe Schools.
Goal Rationale:
Research shows a strong link between a safe and caring school environment and student learning. In an exercise designed to prioritize goals for the school, Braemar staff and parents identified the need to provide a Safe, Caring and Healthy School Environment for all students as one of their top three priorities.
The Safe and Caring School Committee, the Active Schools Committee and the School Planning Council have annually reviewed Provincial, District and school data and have decided to focus on Social Responsibility as a measure of a Safe, Caring and Healthy School Environment. To increase social responsibility in Grade 1 and Grade 4 students to greater than 80% Meeting or Exceeding Expectations as measured by the BC Performance Standards.
Objective 3.1
To increase students’ skills in social responsibility (student leadership, caring and respectful behaviour, communication, positive attitude and healthy living etc.), in our targeted groups (originally Grades 1 and 4) who are currently in Grades 2 and 5 by 10% and by 5% repectively, as measured by the B.C. Performance Standards.
Strategies/Structures:
• To increase opportunities in Student Leadership and Empowerment via: Action Leaders, Student Council, Buddy Classes, Recycling Program, Talent Show etc. (Classroom Teachers – Leadership - Safe, Caring and Healthy School Committee)
• Provide a Safe and Caring School Environment through: teaching Social Responsibility (see above), maintaining a consistent “Class Meeting” format, regular classroom review of assembly behaviour, environmental clean-up of the school-grounds by 2 classes per week, a first-week school Bienvenue – Getting to Know You Assembly, continued opportunities to support others such as Terry Fox Run, Cops for Cancer, Christmas donation program and the orphanage in India etc. (Classroom Teachers and Staff Volunteer Leaders)
• Actively Communicate with students through: student-led morning announcements, teaching and practicing “Active Listening” (staff and students), using a common vocabulary and language when talking about Social Responsibility and Problem Solving strategies (WITS – Walk Away, Ignore It, Talk, Seek Help), active teaching of problem solving strategies through role playing, class meetings, active listening/paraphrasing and using “I” messages (Cool Solutions) etc. (Staff Volunteers – Leadership - Safe, Caring & Healthy School Committee)
• Communicate with Parents via: School Newsletters, e-mail, School Web-Site, and BPAC.
Provide an Active Healthy School Environment through such things as: working with BPAC to have healthier lunch program, use of non-food rewards by staff, maintain morning start with fitness on Tuesdays and Fridays, fitness/nutrition morning announcement tips, Action B.C. Committee raise teacher awareness at Staff Meetings, “Bounce at the Bell” at 12:02
daily, Bicycle Safety, Injury Prevention Program, St. John’s Ambulance First Aid, Kilometre Club, Extra-Curricular Activities etc. (BPAC, Staff Volunteers – Leadership - Action Schools Committee)
• Improve School Sprit through such things as: Student Council fun days, Terry Fox Run, “Move for Health” day activity in May on the World Health Org. day, opening week dance etc. (Staff Volunteers – Leadership – Action Schools Committee)
Evidence: (Quantitative)
Social Responsibility Performance Scale Meeting or Exceeding Expectations
Key Performance Measure: Baseline Actual Target
Grade 1 73% *80% 90%
Grade 4 87% *85% 90%
*2008-2009 School Year as Actual for 2009-2010 Not Available until June 2010
Social Responsibility Survey Intermediate Students Only
Key Performance Measure: Baseline Actual Target
Social Responsibility – Teaching & Learning 3.45 3.63 >4.0
Social Responsibility - Behaviour 3.38 3.55 >4.0
Note: This data is not available as the School District did not complete the Social Responsibility Survey for financial reasons. These are results from 2007-2008.
Evidence: (Demonstrable Behaviours)
• Students follow the School Code of Conduct
Care and Respect for Myself
Care and Respect for Others
Care and Respect for Learning
Care and Respect for Our Environment
• Students participate in and positively contribute to classroom and school activities.
• Students solve problems in peaceful ways.
• Students treat others fairly and respectfully.
• Students show a sense of responsibility and make an effort to make the world (home, class, school or community) a better place.
Connections:
Connections to Family of School’s School Plans and/or District Achievement Plan:
The Braemar School Plan aligns very closely to the School District’s Accountability Contract. Like the School District we have a Literacy Goal that includes the improvement of students’ proficiency in Reading. Braemar’s Plan also incorporates the improvement of students’ proficiency in Writing.
Although the District Achievement Plan does not focus on Mathematics as one of its goals, we felt this was an area of concern at Braemar and so have included a Mathematics goal in our school plan. We do not have any Aboriginal students at Braemar and so have not included a school goal about this population. However, as part of our focus on Social Responsibility, we actively teach valuing diversity and being respectful of all people. Our goal to improve students’ social responsibility is very much in agreement with the School District’s goal to provide a Safe and Caring School Environment but has enhanced this goal by providing a healthy school environment under the leadership of the Action Schools Committee.
As part of our efforts to provide a Healthy School Environment, staff members make regular connections with the North Vancouver Recreation Centre to organize alternate Physical Education activities. School staff take full advantage of a variety of community based programs that are available to schools such: as Bear Awareness, the Water Safety Program, Fire Safety, RCMP Liaison Officer and Centennial Theatre Programs.
We have met with the other schools in the Carson/Balmoral Family of Schools to discuss our goals and although each plan is different, the elementary schools within the Family of Schools have very similar goals with different target groups and different ways of collecting and using data. Balmoral and Carson High Schools are undertaking a new direction with the International Baccalaureate Program and for this reason their plans look very different than those of the elementary schools in this Family of Schools.
Consultation Process of École Braemar Elementary School Planning Council:
School administrators, staff, parents and students have been actively involved in the development of the School Plan.
A summary of the approved École Braemar Elmentary School Plan will be posted on the school web site by October 31, 2010.
School Planning Council Approval of Proposed School Plan:
Date: April 21, 2010
Name Signature
Chairperson (Principal)
Karen Harrop
Teacher None
Parent Chris Cox
Parent Rick Danyluk
Parent Oxana Airiants
Board Approval of School Plan:
Name Signature
Assistant Superintendent Dave Pearce
Date:
Appendix A
Tracking of Goal 1 (Reading/Writing) Data Over Time
K Test of Phonological Awareness (TOPA) Scores Actual Meeting Expectations
2004 2005 2006 2007 2008 2009 2010
January 86% 84% 97% 84% 96% 86% 83%
June 98% 100% 100% 98% 98% 99%
Reading Performance Standards Not Yet Meeting Expectations Actual
Grade 1 2 3 4 5 6 7 School
Mar. 07 0% 11% 2% 12% 4% 6% 9% 7.3%
Mar. 08 7% 8% 2% 6% 6% 11% 4% 6%
Mar. 09 0% 6% 8% 8% 15% 16% 5% 8%
Mar. 10 4% 5% 5% 7% 4% 8% 6% 6%
Reading Performance Standards Exceeding Expectations Actual
Grade 1 2 3 4 5 6 7 School
Mar. 07 24% 17% 34% 6% 15% 25% 35% 21.4%
Mar. 08 4% 8% 27% 13% 4% 20% 36% 16%
Mar. 09 13% 11% 23% 12% 16% 16% 42% 19%
Mar. 10 11% 22% 9% 24% 37% 19% 32% 22%
FSA Reading Data for Cohort Comparison Meeting or Exceeding Actual
Year Gr.4 School Gr.4 District Year Gr.7 School Gr.7 District
2001 92% 86% 2004 98% 89%
2002 89% 88% 2005 92% 83%
2003 90% 85% 2006 84% 80%
2004 96% 89% 2007 90% 81%
2005 87% 84% 2008 91% 81%
2006 89% 86% 2009
2007 79% 86% 2010
2008 91% 87% Note change to February Online Testing
2009 This data no longer available in this format.
Writing Performance Standards Not Yet Meeting School Wide Write
Grade 1 2 3 4 5 6 7 School
Feb. 2006 5% 11% 0% 0% 1% 5% 3% 4.3%
May 2006 5% 6% 0% 10% 6% 2% 2% 3.9%
Mar. 2007 3% 4% 12% 11% 20% 15% 20% 12.5%
Mar. 2008 19% 10% 10% 16% 13% 14% 11% 13.3%
Writing Performance Standards School Wide Write Form & Convention Only
Approaching, Meeting or Exceeding Expectations
Grade 1 2 3 4 5 6 7 School
March 2009 100% 100% 94% 85% 89% 90% 98% 94%
March 2010 98% 100% 90% 92% 86% 96% 97% 94%
March 2011
Appendix B
Tracking of Goal 2 (Numeracy) Data Over Time
K Numeracy Assessment Not Yet Meeting Expectations Actual
2006 2007 2008 2009 2010
January 14% 30% 8% <1% 21%
June 6% 15% <1% <1%
Math Performance Standards Not Yet Meeting Expectations Actual
Grade 1 2 3 4 5 6 7 School
Mar. 07 0% 0% 2% 0% 4% 9% 8% 3.5%
Mar. 08 4% 0% 2% 3% 10% 11% 13% 6%
Mar. 09 0% 0% 2% 8% 4% 10% 7% 4%
Mar. 10 2% 4% 2% 4% 8% 4% 4% 4%
Math Performance Standards Exceeding Expectations Actual
Grade 1 2 3 4 5 6 7 School
Mar. 07 14% 0% 20% 20% 4% 19% 28% 13.3%
Mar. 08 2% 8% 43% 13% 10% 16% 35% 18%
Mar. 09 7% 3% 23% 42% 7% 32% 22% 19%
Mar. 10 2% 7% 26% 25% 33% 32% 23% 21%
Grade 6 Math Assessment Meeting or Exceeding Expectations Actual
Overall Number Shape & Space Patterns Probability / Stats.
Braemar June 06 69% Data breakdown not available.
District June 06 70% Data breakdown not available.
Braemar June 07 63% Data breakdown not available.
District June 07 61% Data breakdown not available.
Braemar June 08 66% 72.5% 62% 58% 78.5%
District June 08 65% 71% 56% 63% 74.5%
Concept Operation Pattern Variable
Equation Measure 3D
2D Transform
Braemar June 09 70% 83% 67% 90% 54% 64% 81% 64% 72%
District June 09 67% 82% 66% 86% 52% 60% 76% 54% 68%
Braemar June 10
District June 10
Braemar June 11
District June 11
FSA Math Data for Cohort Comparison Meeting or Exceeding Expectations Actual
Year Gr.4 School Gr.4 District Year Gr.7 School Gr.7 District
2001 96% 89% 2004 97% 92%
2002 89% 89% 2005 94% 91%
2003 100% 91% 2006 96% 91%
2004 92% 93% 2007 100% 89%
2005 90% 91% 2008 95% 84%
2006 96% 91% 2009 This data is no longer provided in this format.
2007 91% 90% 2010
2008 86% 79% Note change to February Online Testing
2009 This data is no longer provided in this format
Appendix C
Tracking of Goal 3 (Safe, Caring and Healthy School) Data Over Time
Social Responsibility Performance Standards
Fully Meeting or Exceeding Actual Whole School Data
June ‘03 81% June ‘04 73% June ‘05 79% June ‘06 79% June ‘07
77%
June’08
78% June ‘09 82% June ‘10
Social Responsibility Performance Standards: Contributing to School and Community
Fully Meeting or Exceeding Actual
Grade 1 2 3 4 5 6 7 School
Jan. 08 72% 81% 85% 87% 80% 46% 65% 74%
Feb. 09 81% 87% 91% 87% 85% 84% 77% 85%
Jan. 10 75% 84% 82% 72% 82% 89% 91% 82%
Jan. 11
Social Responsibility Performance Standards: Solving Problems in Peaceful Ways
Fully Meeting or Exceeding Actual
Grade 1 2 3 4 5 6 7 School
Nov. 08 67% 86% 89% 90% 86% 85% 88% 85%
Nov. 09 81% 89% 80% 81% 84% 82% 88% 84%
Nov. 10
Nov. 11
Social Responsibility Performance Standards: Defending Human Rights
Fully Meeting or Exceeding Actual
Grade 1 2 3 4 5 6 7 School
Mar. 08 57% 88% 91% 85% 79% 75% 82% 80%
Mar. 09 65% 70% 90% 92% 82% 76% 80% 81%
Mar. 10
Mar. 11
Social Responsibility Performance Standards: Exercising Democratic Rights & Responsibilities
Fully Meeting or Exceeding Actual
Grade 1 2 3 4 5 6 7 School
June 08 61% 91% 87% 88% 96% 74% 71% 81%
June 09 66% 78% 90% 87% 92% 94% 80% 84%
June 10
June 11
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