Evergreen Elementary School
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 have around 200 students, including full day, every day Kindergarten and a full day, Monday/Wednesday Kindergarten (with alternating Fridays). We have approximately 35 staff members (5 shared with other schools). 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.
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.
Strengths: Improved or maintained in all areas; Student learning engagement went up significantly
Areas of Concern: Access to supports and services declined (SLP support, especially); parental involvement is a focus for this school year.
Analysis Of Results/Inquiry Question, Strategies & Measures
- Inquiry Question: How do we effectively design and implement a responsive School-wide Student Support Plan?
June 2023 Update: Many students were supported at their level with 1:1 support, or small group supports. We were able to access learning loss disruption grant money to hire EAs to give more support, and we had targeted groups starting in January. Conversations at teacher meetings were focused on student learning, and the wide range of learners.
- By developing needs-based classroom, and school-wide student support plans, we were 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.
- 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 was embedded every 6 weeks (Jigsaw Learning http://jigsawlearning.ca/
- Program Planning Team meetings was embedded every 6 weeks (WRSD Student Services Manual)
- Case conference meetings that include collaboration with community partners and cross ministry supports were scheduled as needed (WRSD Student Services Manual)
- Needs-based classroom support plan (Shelley Moore-blogsomemoore.com/about/)
- Transition plan was created in May the previous year, and referred to during PPT, and CRM (Local document)
- Action plans for grade teams focused on strategies and supports based on the needs of the students (Shelley Moore-blogsomemoore.com/about/)
- School based literacy team worked with all teacher teams, and Kim Wedman
- School teams had meetings/professional learning time dedicated to supporting students with diverse needs (such as students with Autism)
- Students identified their significant adults in the building, and lists were compiled for each staff member so they can connect/collect with the students who have identified them.
- Leveled literacy groups happened in many grades; and we have a continued focus on phonological awareness in K-3 as per new curriculum.
- Measures:
- Provincial:
- Alberta Education Assurance Measures Survey
- Student Inclusion and Access to Supports & Services - Alberta Education Assurance Measures Survey
- Local:
- Results review of grade common assessments each term
- Results review of all Individual Program Plans (IPP)
- 100% Goals tied to Program Of Studies November
- 75% of student goals are met May/June
- Results review of Early Years Evaluation data (EYE-TA) Fall
- Results review of F and P, CC3/LeNS data (literacy) and Alberta Education Numeracy Screener and MIPI data (numeracy)
- School Council discussion regarding personalized learning
Assurance and Accountability
Jan 19, 2023 Upcoming review of student engagement, inquiry question and time for four committees, including safe and caring committee.
August 2023 School Inquiry question reshared with whole staff. Discussion on student wellness and PAX program.
September 25, 2023: Teachers and EAs: Three Committees: Staff Wellness, Student Wellness, and Community Engagement
October 3, 2023 The School Inquiry question was discussed at the school council meeting.
Oct 11, 2023 Teacher Meeting: Parent involvement is low based on the survey from teachers, plans to work on engagement with parents, i.e. spirit days could someone come around and take pictures?
Keep working on: Volunteers getting into the school.
Safe and caring; 33 percent of our teachers disagreed that students are safe and cared for, parents were high and students were intermediate
Accessing Support supports were discussed, and decreased SLP support was identified.
At risk students: targeted literacy groups and numeracy groups could address this (ongoing).
November 6, 2023 The AERR results were shared at the school council meeting, with the VP focus to address declining community and parent engagement.