Vision to Goal Setting
What is our Vision for Learning?
Our Mission Statement
“Lynnmour/Xa7elcha creates a positive and safe environment that allows all students to learn the importance of respect, self-regulation, and life-long learning.”
At Lynnmour/Xa7elcha we believe in….
– calming our classrooms and hallways
– teaching self-regulation
– promoting Growth Mind Set
– teaching to diversity
– making thinking and learning visible
– the importance that environment plays in learning
– working with parents and community partners for the success of all student
Planning & Implementation
What is our Action Plan?
Two competencies were identified as a priority focus for Lynnmour/Xa7elcha students.
The Communication competency encompasses the knowledge, skills processes and dispositions we associate with interactions with others. Through communication, we acquire, develop and transform ideas, information and we make connections with others to pursue common purposes and common goals.
Communicating includes developing a set of abilities that students use to impart and exchange information, experiences and ideas to explore the world around them and to effectively use communication forms, strategies and technologies.
The Personal and Social competency encompasses the skills that students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world. The Personal and Social competency is the set of abilities that relate to students’ identity in the world and as members of their community and society.
Improvement of the Communication competency of students K-7
Learning Target:
To improve student success rates in reading and writing as measured by the Dibels, Early Literacy Assessment, FSAs, Report Cards and School Wide Write data.
Improvement of the Personal and Social Emotional Competency in students K-7
Learning Target:
To strengthen students social and emotional skill development in 5 domains: Self-management, Self-awareness, Social awareness, Relationship skills, and Responsible Decision Making.
Monitor Evaluate & Adapt
What are our Indicators of Progress?
Goal #1
We will know we have achieved Goal #1 improvement of the Communication competency for students K-7 when we have evidence that shows:Â
- <25% at the “at risk” level in our Grade 1 and 2 Dibels assessment
- 70% of students meeting or exceeding expectations for their grade level on Report cards
- 70% of students in grades 4 and 7 measuring as “on track” or “extending” on the FSA assessment for the Ministry of Education
Goal #2
We will know that we have achieved Goal #2 improvement of the Personal and Social Emotional competency of students K-7 when we have evidence that shows:
- all students completing Lynnmour Social Emotional Competency Survey
- “Giving back” becoming a routine for all students, not just those involved with WE Day initiatives
- fewer reported incidences of major behaviour issues.
- students using Growth Mind Set language in Core Competency Self Assessments and in classroom journal writing
- growth over time using the classroom data collection of “Social Emotional Learning Classroom Snapshot”
- Student Self-Assessment of the Core Competencies (anecdotal) reflecting personal understanding and growth.
Current Progress 2020-2021 (updated June 2021):
Intermediate students were leaders in the “giving back” and arranged various donation opportunities to support – NIVA, Terry Fox, Downie Wenjack.
Reported Major Behaviour Incidences – a new base line had to be established to support fewer “typical” opportunities for self-regulation and space due to COVID
Before COVID – there was a positive trend to the “Growth over time” classroom data collection- as programs and strategies needed revising during the pandemic, accurate data is not currently available.
Strategies to support school goals
Goal #1 Strategies
- expanding the resources available to classrooms for Guided Reading
- development of a guided reading program to support all students
- practicing and modelling the use of communication (written and orally) for all students
- Literacy 44 reading and writing strategies
- School Wide Writing activities
Goal #2 Strategies
- Second Step program for the whole school (Social Emotional Learning to support students)
- Staff professional development regarding intentional teaching of self-regulation, trauma informed practice, growth mind set
- Kids in the Know program for the whole school (skill building for personal safety and self-efficacy to protect children)
- Promotion of Growth Mind Set
- Use your WITS or STEP to support Problem Solving
Communicating Progress
How do we Communicate our Progress?
For the Staff
- Staff meeting standing item
- Weekly staff bulletins
For the Community
- Weekly Information and Update emails to families
- Term Newsletters to families
- Report Cards
- Parent/Student Led conferences
- School Website
At Lynnmour/Xa7elcha, staff are learning and growing their skills in order to support student social emotional and academic improvement. Learning together on Professional Development Days, Lunch and Learns, Collaboration Days, and during Staff Meetings are essential ways for staff to monitor our progress in relation to our school goals. At those times we are able to make any adjustments in our process to ensure that we are continuing to grow as a community
Goal #1 Indicators of progress –
Lynnmour/Xa7elcha has increased the available literacy resources to support students in the classrooms at all grade levels. By increasing both the reading level variety as well as the range in interesting available resources, students are able to connect with what they want to know more about. This also allows them to develop their skills at a self-directed and supported pace. This will support our Fall “School Wide Write” as we move into the third year of our implementation plan.
Goal #2 Indicators of Progress –
Staff are consistently using the Second Step program to support student Social Emotional Development. Staff participated in a Trauma informed Practice Professional Development Day on supporting “Resiliency” which has led to a better understanding of what it means when we see behaviours in the school. In this past year, during a pandemic, where many of our typical self-regulation supports were unavailable, staff had to develop new routines to support students in “Covid-friendly” ways. This established a new baseline for us regarding major cases of behaviour and student ability to reflect on their social emotional needs and growth.