Three Year Educational Plan 2021-2024

2021-24 Three Year Education Plan Evergreen School

Evergreen Elementary School


Three Year Education Plan

School Profile: 

Evergreen Elementary is a K-4 school located in Drayton Valley, with close proximity to Discovery Park and the bus hub. We have recently opened in August 2020. We are projecting enrollment around 220 students, including full day, every day Kindergarten and a full day, Tues/Thursday Kindergarten (with alternating Fridays). We have approximately 35 staff members. Our building is designed for opportunities for flexible learning including teacher collaboration, team-teaching and flexible learning spaces. We also have a sensory room/student wellness room and a room for staff wellness. We are striving to be a LEED silver level school, with reduced environmental impacts. Our school also focuses on positive behaviors with the PAX program. Students have a daily free breakfast, access to free healthy lunches and a paid hot lunch program is available. We work with parents, and other schools to ensure transitions between grades, and between schools, are as seamless as possible. We are looking forward to more flexible learning possibilities in a non-COVID time.

Mission Statement:  Evergreen School is a Learning Community committed to a learning environment that provides for growth and achievement of every student. 

Vision Statement: Evergreen School is a Learning Community where students have the opportunity to achieve their highest potential in all aspects of their lives.                                                  

Values:  Our personal vision is to create a welcoming, safe space for students, and staff.  Students will get the support they need to learn strategies to engage in their school community and community environment.

 

Inquiry Question, Strategies & Measures  

  1. Inquiry Question: How do we effectively design and implement a responsive School-wide Student Support Plan?
  • By developing needs-based classroom, and school-wide student support plans, we will be able to personalize learning to address high impact strategies and interventions that will be accessible to all. 
  • This inquiry question aligns with the WRSD Powerful Learning Environment Framework section of Personalized Learning: Teachers will implement appropriate and timely interventions, extensions, reteaching, and different ways of knowing and showing.
  • Specific data from our school led us to choose this inquiry question including the following: 
  • Quantitative data: Fountas and Pinnell results, report cards data, outcomes-based report cards,  other literacy assessments (such as the WRSD grade one common assessment), Family Wellness Worker referrals, school office referrals, IPP/APP/BP data
  • Qualitative data: PPT (Program Planning Team) concerns, CRM (Collaborative Response Model) conversations, and other staff conversations at staff meetings.
  1. Strategies:
  • The Evergreen WEN (What Evergreen Needs: the Principal, Vice-Principal, Student Support Facilitator and Family Wellness Worker) team will support grade teams to implement effective personalized learning processes including:
    • Collaborative Response meetings will be embedded every 6 weeks (Jigsaw Learning http://jigsawlearning.ca/
    • Program Planning Team meetings will be embedded every 6 weeks (WRSD Student Services Manual)
    • Case conference meetings that include collaboration with community partners and cross ministry supports will be scheduled as needed (WRSD Student Services Manual)
    • Needs-based classroom support plan (Shelley Moore-blogsomemoore.com/about/)
    • Transition plan will be created in May the previous year, and referred to during PPT, and CRM (Local document)
    • Action plans for grade teams will focus on strategies and supports based on the needs of the students (Shelley Moore-blogsomemoore.com/about/)
    • More vertical sharing of needs, strategies and supports on PD Days
    • Admin walkthroughs will focus on promising practices in classrooms
    • School based literacy team will work with all teacher teams, and Kim Wedman
  1. Measures
  • Provincial:
      • Alberta Education Assurance Measures Survey
      • Student Inclusion and Access to Supports & Services - Alberta Education Assurance Measures Survey
  • Local:
  • Student survey on safe and caring (local level) Fall, Spring
    • Results review of grade common assessments each term
    • Results review of all Individual Pupil Programs (IPP) 
      1. 100% Goals tied to Program Of Studies November
      2. 75% of student goals are met May/June
    • Results review of Early Years Evaluation data (EYE-TA) Fall
    • Results review of F and P data (reading), MIPI (numeracy), and HLATs (writing) Fall
    • School Council discussion regarding personalized learning
  1. Implementation
  • Allocation of resources that will be required to implement strategies
  • Shelley Moore sessions provided by WRSD
  • 1.0FTE literacy/numeracy support person
  • 1.0FTE SSF support
  • Embedded weekly CRM
  • Access to Kim Wedman, Jen Lefebvre, Kathy Murch, Leah Odynski
  • Year one: transition doc created, Shelley Moore sessions in Fall, Shelley Moore discussion starters at staff meetings, needs-based classroom support plans started; classroom admin observations to focus on this, year-end team reflection, student reflections on their needs as learners
  • Year two: Assess, Vertical sharing to continue at CRM; classroom support plans to continue, develop school-based support plan, teacher reflections based on classroom visits, year-end team reflection, student reflections on their needs as learners
  • Year three: Assess, review, reflect (WEN team, grade teams)
  • Professional learning plan - DRAFT (updated June 17, 2021)

 

Stakeholder Involvement: 

Starting in March 2021, meeting time (embedded CRM, staff meeting, or PD day) has been used for staff to investigate the needs of the students, and the strengths of each grade team in coming up with the inquiry question. The Principal was able to meet with the whole group, and each grade team individually to discuss the students in that grade, and the students’ needs were clustered into five manageable areas for further investigation. (March 22 PD Day, April 14-28, staff meeting May 12 with teachers, EAs, LCF and ASII). 

Also starting in March 2021, the school council was asked two questions, “What are we doing well as a school?”, and, “What can we improve on?” The school council thought we are doing a good job on meeting the needs of all students, and we agreed we would continue to work on that. Focusing on transitions, and parent meetings also was discussed as highly beneficial. (March 18, May 20).