Brentwood Elementary School Plan 2011-2014
Welcome ÍY CNES QUENOṈEBRENTWOOD BELIEFS:
- We are a community of life-long learners who value personal success.
- We take care of ourselves.
- We take care of each other.
- We take care of our environment.
involved all stakeholders and were founded on the core values of respect, honesty, compassion, belonging and trust. The belief statement is meaningful and student friendly. Our Beliefs provide a foundation for all of our
interactions and relationships within the school and our community.
Brentwood Elementary is a K-5 school with a population of 338 students within the Central Saanich municipality. The school is located in Brentwood Bay, a small semi-rural community of about 6,000 people situated on
Vancouver Island. The school is located within three blocks of commercial business properties that support and service this small community. Brentwood families live in single-family homes, apartments and townhouses. There
is a strong First Nations Culture within our school and the majority of our First Nations students live within the Tsartlip Community. The school’s parent group is very involved and actively supports school and classroom-based
activities.Submitted by Shelley Hardcastle with consultation and input by Brentwood Staff and Brentwood School Planning Council
21st Century Learning:
21st Century learners will need to leave school with a different skill set than we have traditionally been focused upon in Public Education. We are all becoming increasingly aware of this need. These skills require increased attention to areas of agility and adaptability in thinking. Communication
within a variety of contexts and collaboration on problem based learning in addition to using a variety of networking devices, are becoming essential skills. The advancement of technology plays an enormous role in these
understandings and future directions. At Brentwood School we provide many opportunities for our students to think critically, collaborate, communicate and work within co-operative environments. We recognize that 21st
Century learners have an increasing need to be engaged in knowing about and using a variety of technological tools to assist their learning. 21st Century Learners will use technological tools to gather, sort and present information in ways that we may not yet be aware. As educators we need to know how to support students with this learning. A staff survey indicates that although many of our teachers are comfortable with technology, they feel strongly that they need support in this area. Although many teachers are inviting students to demonstrate their learning using technology, most are not. The survey suggests there is a need and desire to increase staff and student expertise in technological skills, strategies and resources at Brentwood School.
To improve the quality of written communication.
To improve student abilities in numeracy.
To improve the quality of written communications skills.
– Teachers believe that students need to communicate through writing in meaningful, articulate and creative ways.
– Our data indicates that many of our students are meeting through to exceeding the expectations in writing (87%). However, there are a significant number of students who continue to minimally meet the expectations (11%). We would like to see this number reduced while strengthening the quality of written expression in all of our students. For the 2 % of students who are Not Yet Meeting Expectations we have put supports in place to address their individual needs. We are aware of their unique circumstances and strive to
meet them with the resources available.
– Tony Wagner, author of The Global Achievement Gap, identifies 7 Survival Skills that students will need to be successful in the 21st Century. One of these seven focuses on the importance of oral and written communication. An excerpt summarizing some interviews he conducted in his research states, “ It will be important that 21st Century Learner's are able to communicate one's thoughts “clearly and concisely but also have the ability to create
focus, energy and passion in their writing”.
It is our expectation that students will increase over-all in writing
achievement, with a particular focus on creating pieces that:
apply proper language structures (Meaning and Style-Quick Scale)
are rich in energy and passion while clearly projecting the
writer's voice using clear, concise and engaging language.
(Classroom criteria to illustrate descriptors)
Students Meeting to Exceeding Writing Expectations
|2008||2009||2010||2011||2012||Target for 2014|
|Spring Report Data||92%
Students Meeting to Exceeding in Year End Writing Assessment
|2008||2009||2010||2011||2012||Target for 2014|
School Wide Write
Collaborative Writing Assessment
Growth Per Year based on B.C. Performance Standard Assessment
These Improvement percentages will be calculated next year.
2011 - 2012
2012 - 2013
2013 - 2014
|Meaning and Style||N/A||N/A|
(Target to be determined)Strategies:
1. Using the writing process to frame instruction, complete 2 collaborative, grade group writing samples based on the same style/genre of writing (Journal, Story, non-fiction)
2. Use the Quick Scale for Writing Performance Standard and the Brentwood Writing Rubric, to collaboratively assess and track:
- the development of creativity, passion and the writer's voice.
- form and conventions
4. Identify teaching intentions that specifically focus on identifying and sharing examples of writing that demonstrate energy, passion and writer's voice.
5. Model and demonstrate creative and expressive writing.
6. Model and demonstrate how to improve a piece of writing to meet the above criteria.
7. Create opportunities for students to share and celebrate their writing. (Writer's Cafe, grades/buddies/groups, Art and Writing Fair)
8. Engage guest speakers to model and share their writing talents and qualities of a writer.
9. Increase the variety of technological tools students and teachers use to support and present student learning.
10. Use the Inquiry Model to further explore staff thinking and learning in the area of writing.
To improve student abilities in Numeracy.
-Teachers believe that although 90% of our students are meeting to exceeding expectations in all areas of math, students on the whole continue to show some reluctance and struggle in the area of multi-step problem solving. Teachers are hoping to shift this perspective with all students by focusing specifically on Problem Solving. The intention is to develop thinkers who are able to take risks with their learning and apply the mechanics of numeracy to a variety of situations.
-Report Card data shows that 9% of our student body is only achieving success at a minimal level in mathematics and we would like to see the number decrease.
-The 21st Century learner will need the confidence and ability to sift through important details of information and to make decisions about what to do with the information. The ability to approach a problem and apply a variety of strategies (independently and co-operatively) will be a mandatory skill in the Global Work force. Providing multiple opportunities for students to engage in problem solving in numeracy will support this theory and help students gain confidence in approaching problems.
It is our expectation that students will improve their overall achievement in Numeracy with a particular focus on using and presenting a variety of Problem Solving strategies.
Percentage of Students Meeting or Exceeding Expectations in Numeracy
|Report Card Data -March||93%||93%||94%||90%||95%|
1. Continue to host Math Mornings that focus on problem solving activities
2. Use pre-post math assessments at each grade level and include in student transition folders (DMA or Math Conference- Data to be included next year)
3. Continue to support “Math Problem of the Week” bulletin board and prizes
4. Organize Pro-D which focuses on problem solving in Numeracy
5. Integrate math problem solving into Spirit Team Assemblies
6. Develop “math tool kits” for each classroom
7. Strive to balance instruction that includes both direct teaching and utilizes a constructivist approach.
8. Explore and share ways that technology can support development of problem
solving in mathematics
Last modified: Friday, 14 December 2012, 2:47 PM