1. No category

SECTION A: HIGH NEEDS CRITERIA 15 MARKS
Where does your school rank among provincial/ standardized test scores?
ü 0% - 24% of province (4th quartile)
In 2008-2009, Sample School was ranked 860th out of 952 participating schools in the SAMPLE PROVINCE Foundation
Skills Assessment (FSA) standardized test – meaning on average the students at Sample School tested with scores lower
than 859 schools in SAMPLE PROVINCE. 40% of Sample School students were not meeting provincial expectations in
literacy and numeracy in 2008-2009 according to the FSA. This number has been steadily increasing from 2004 when 25%
of students were not meeting expectations – the increase is assumed to be due to changing socio –economic dynamics in
the community (Downloaded from http://www.fraserinstitute.org/Commerce.Web/product_files/70SAMPLE
PROVINCEEEL09MNLD.pdf
1. Percentage of students that require English as a second language instruction (ESL)
ü 30% - 100%
- 238 or 48% students at Sample School are designated ESL and receive funding for specialized instruction (Central
Sample City Enrolment Database 2009)
- 22% of all 67,000 students in Sample City School District 36 are designated ESL – (Central Sample City Enrolment
Database 2009)
3% of the SAMPLE PROVINCE population speaks neither English nor French – taken from Statistics Canada, same web
address as in #1.
2. Percentage of First Nations students
ü 0% - 24%
- 10% of Sample School students, or 48 students, are designated First Nations – (Central Sample City Enrolment Database
2009)
- 2850 or 4.2% of SD36’s 67,000 students are First Nations - from Central Sample City Enrolment Database 2009.
- 4.8% of total SAMPLE PROVINCE population is First Nations. Taken from http://www.Sample Provincestats.gov.Sample
Province.ca/data/cen01/abor/ap_main.asp
3. Percentage of students participating in breakfast/ lunch/snack program
ü 40%-100%
- 200 students at Sample School participate in the school’s daily lunch program.
- 2500 or 3.73% of SD36’s 67,000 students receive a meal program.
- Statistics taken from Food Services Department, Sample City School District, Meal Program registration forms.
4. Other socio-economic data (I.e. low income housing; dwelling type social service interventions)
166 of children aged 1-17 living in the catchment or
168,131 or 4.1% of British Columbians rely on income assistance
12% of the population that age, rely on income
– taken from Statistics Canada site same as in #1.
assistance – taken from Baragar Demographics
Thememap Version 6.0.7 July 2006.
SECTION B: LITERACY MANDATE 65 MARKS
LIBRARY STATUS
1. What are your library hours?
ü Full-time. Open 30 or more hours per week.
2. What percentage of your school operating budget goes to the library?
ü 1%-19%
School Budget: $78,556
Library Budget:$4,500
3. What is the average dollar amount per student spent on books each year?
ü
$0-$10.00
4. What is the average age of the library books?
ü
16 years or more
5. What percentage of classrooms have libraries?
ü
0% - 24%
LITERACY PROGRAMS
Sample School has two main goals for 2009-2010, formalized in our School Plan and supported by staff, parents,
the community and students. The first is to create an enhanced sense of belonging among our students; the second
is to develop strengthened academic learning in literacy and numeracy. Four current school wide programs that
demonstrate our commitment to literacy skill development are (1) Implicit Instruction Reading Program; (2)
Monthly Writes, (3) Developing Readers; and (4) Early Literacy.
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1. IMPLICIT INSTRUCTION READING PROGRAM: The Implicit Instruction Reading Program consists of
Developing Readers for intermediate grades (introduced in 2006) and Reading Power for primary grades
(introduced in 2007).
Developing Readers was created by the Sample City School District. Sample Schoolwas first to volunteer to
implement the program in 2006. Developing Readers supports teachers in the classroom with instructional
strategies using evidence from the District’s standardized reading test called Reading Assessment District 36
(RAD 36) to guide their practice. Developing Readers is based on proficient readers' research and relies on each
teacher tailoring the program to his or her classroom and student needs. The program aims to directly prepare
students for reading non-fiction texts to learn subject matter. Teachers use primarily non-fiction texts to explain
concepts like: how to read side bars and focusing on the first sentence of paragraphs.
Reading Power is more specific, used mainly by primary grades, and provides a stratified series of lesson plans
to teach students to think while they read. Reading Power was created by educational expert, Adrienne Gear.
“Reading Power gives teachers a tool chest of strategies and techniques that ensure students achieve the
successes they need to be effective readers.” Teacher, KB Woodward
Instructional strategies in both programs are based on meta cognitive abilities. Teachers implement a gradual
release of responsibility model (Vygotsky et al) to teach each cognitive function (perception, memory, creation of
imagery, and thinking). The method requires a variety of subject matter texts to allow teachers to differentiate
instruction and to engage students with varying interests and skill levels.
What literacy challenges does the Implicit Instruction Program address?
- Many students do not know “how” to read or how to read well, struggle to keep up where reading is being used
as a way to teach concepts, and fail to learn important skills in deriving meaning from texts.
- September 2006, RAD 36 results showed lack of basic literacy skills among students; 97% of Grade 1s, 93% of
Grade 4s and 89% of Grade 7s were either “Not Yet Meeting” or “Minimally Meeting” expectations.
- High ESL student numbers mean many, even at intermediate grades; do not know how to read in English.
- Many students, such as new immigrants and refugees, have little background knowledge of events, concepts and
ideas that are covered in books and so have difficulty inferring or figuring out text meaning on their own.
- Lack of small group instruction that most effectively supports students’ significant literacy challenges.
Using Implicit Instruction Programs has resulted in the following successes:
- Students are learning to construct meaning from text by building meta cognitive skills (visualization,
determining the key message, making inferences and synthesizing and evaluating words).
- Increased student interest in reading, books, and in library /school wide literacy programs.
- Improved performance on reading, writing and comprehension standardized tests.
- Developing Readers fosters independent thinkers and learners, not just decoders. Teachers use a sequential
process of instruction that leads students from interdependence to independence ie: Identify students' needs and
select a strategy accordingly - Teacher models the strategy - Students practice the strategy with the teacher with each other - by themselves - Students apply the strategy independently.
- One-on-one and small group instruction styles such as group conversations, literacy circles, think/pair/share and
think alouds allowed teachers to get a good understanding of each student’s skills and challenges resulting in
personalized learning plans and faster and more effective advancement of literacy skills.
- Provides a common framework, language, assessment and tools for teachers and students to understand and
master over time instead of re-learning a new system each year. Teachers are discussing their common efforts
and learning from each other and improving instruction in their classroom.
Developing Readers and Reading Power provide a response to standardized literacy testing like RAD 36
ensuring the RAD is used as an assessment FOR learning tool (meaning RAD36 results are used to create and
tailor implicit instruction lesson plans and to select reading materials geared for their students skill levels)
-
What metrics were used to measure these successes?
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- RAD 36 results – The percent of students “Not Yet Meeting” or “Minimally Meeting” expectations for reading
-
-
-
performance decreased in every grade level (except Grade 5) from September 2006 to September 200. In
September 2006, 89% of Grade 7s and 93% of Grade 4s were “Not Yet Meeting” or “Minimally Meeting”
expectations. In September 2009 76% of Grade 7s and 85% of Grade 4s were “Not Yet Meeting” or
“Minimally Meeting” expectations. Similarly, from September 2008 to May 2009 after a year of Implicit
Reading Instruction, the percent of students “Not Yet Meeting” or “Minimally Meeting” expectations decreased
in every grade level – at Grade 5 level 100% of students were “Minimally Meeting” or “Not Yet Meeting”
expectations in September 2008 but by May that number had dropped to 56%.
Staff anecdotal reports from Daily Collaboration meetings
More students meeting the SAMPLE PROVINCE Reading Performance Standards as outlined by the SAMPLE
PROVINCE Ministry of Education and as assessed by individual teachers – these assessments form the basis of
letter grade evaluation.
Library circulation numbers – in 2006/2007 -- 7070 books were taken out from the library, in 2008/2009 – 8300
books were taken out from the library
Participation numbers in school-wide literacy initiatives
Improved “Informal Reading Inventories”, an assessment by teachers of all primary students in October
Improved Guided Reading Assessments – more students being placed into more advanced Reading Groups.
What’s next for Implicit Instruction Programs?
The desire for current, relevant and varied book titles that can inspire readers of all ages, skill level and
backgrounds to enhance the ability to connect each student with books they want to read so they can apply
reading independently.
2. MONTHLY WRITES: All Sample School students take part in a monthly in-class write where they respond
to the same piece of literature presented orally in class. Writing samples are kept in a duo-tang that follows the
student from Grade to Grade. Monthly Writes was initiated in September 2009.
What literacy challenges does Monthly Writes address?
- Limited methods for staff from Grade to Grade to review each student’s writing ability/progress over time.
- Difficulty developing lesson plans and goals that are evidence informed and based specifically on the writing
abilities and challenges of the students in that particular class.
- Teachers faced with little or no practical information on the progress and abilities of the new students they
welcome into their class each September. Instructional time is wasted re-evaluating students and identifying
challenges that can be quickly recognized by a review of Monthly Writes duo-tangs.
- Inconsistent and non-uniform writing assessments used across the school make it difficult for teachers to share
ideas and experiences and to encourage and build new ideas for effective literacy programs and approaches.
Monthly Writes has resulted in the following successes:
- Created a uniform, formative assessment tool that opens up dialogue among teachers and gets them working
together to advance writing skills across age groups and classrooms.
- Provides evidence with which to prepare lesson plans and individual goals and growth plans for students.
- Having students respond to a piece of literature gives the teacher an important insight to the student and their
ability to synthesize information presented orally.
- Improved student performance in writing across all grades.
- Students are more interested in reading and writing and showing signs of having fun writing.
- Students are proud to show teachers and parents their writing folder.
- Students can look back and take an active role in their own writing assessment and be proud of their progress.
- Students are prepared for regular writing assessments which become entrenched in the school year.
- Reinforces the importance of writing as a community of learners.
What metrics were used to measure these successes?
- More students meeting the SAMPLE PROVINCE Writing Performance Standards as outlined by the SAMPLE
PROVINCE Ministry of Education and as assessed by individual teachers – these assessments form the basis of
letter grade evaluation.
- Standardized test scores including RAD 36 and ELPATS results
- Assessment of student literacy duo-tangs
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- Parent and teacher anecdotal feedback on the interest and skill level of each student.
3. DAILY COLLABORATION: started in 2004 to provide opportunities for dialogue among staff in supporting
our most vulnerable students in their literacy learning. Every school day all teachers from one grade level
participate in a Daily Collaboration Team meeting from 11:55 to 12:30 to analyze data from the RAD 36,
ELPATS, Monthly Writes and the like, to plan for instruction, discuss groupings for Guided reading, assess
students currently receiving learning support, and to share current research and instructional strategies that will
best support our students. Learner Support Teachers and the administration team join in these sessions and assist
teachers in discussing and assessing literacy programs and results.
“As principals and teachers, we must attend not only to our students’ learning, but also to our own and to that of
the adults around us. When we do this, we are on a road to achieving collective responsibility for the school and
becoming a community of learners.” (Linda Lambert, 2003)
Learner Support Teachers supervise classrooms during the meetings and engage with students by reading aloud,
story telling, and offering a wide variety of literature based experiences.
What Challenges does Daily Collaboration Address?
- Lack of time/opportunities for teachers to meet in this large school to address literacy needs, plans and issues.
- Teachers feel isolated and overwhelmed trying to independently handle the multiple and diverse needs of the
students they teach including ESL, refugees/immigrants, special needs, different backgrounds and skill levels
- Inability to develop and consider big picture literacy programs because teachers are bogged down dealing with
the daily challenges in their classroom
Daily Collaboration has resulted in the following successes:
- Teachers are developing collaborative approaches that consider student’s development over time and reflect the
creativity and experience of many literacy leaders resulting in new programs like Monthly Writes.
- Teachers have improved sense of accomplishment and ability to affect their students’ achievement
- Makes teachers accountable to each other to carry through turning ideas into results.
- Overall increased focus and attention to literacy across the entire school staff, students and parents.
What metrics were used to measure these successes?
- The number of new literacy projects implemented and their measured successes (see #1 and 2 above)
- Teacher anecdotal reports
4. EARLY LITERACY: The University of SAMPLE PROVINCE Early Development Instrument (EDI)
analysis show that 56% of students entering Kindergarten at Sample School are considered vulnerable and not
best prepared for school – the highest percent of any school in Sample City (the largest school district in
SAMPLE PROVINCE). The EDI is a population-based tool used to measure the state of children's development
at Kindergarten entry. http://www.earlylearning.uSample Province.ca/EDI/unit/sd36.htm.
Studies of 0-6 age learning show that this is a critical time for learning: for absorbing basic principles, and
learning HOW to learn so that they maximize their educational experience throughout school.
Economic analyses conducted by Heckman and colleagues revealed that a dollar invested in early childhood (0-6 years)
yields three times as much as for school-aged children (6-18 years) and eight times as much as adult education (over 18
year). …Early investments in child development programs help to overcome socioeconomic disparities…and increase the
chances that children will be successful in school from the start, thereby reducing the need for educational interventions
and school drop-out rates. Fraser Mustard Chair in Child Development Alberta Children’s Hospital
http://www.frasermustardchair.ca/resources/why-invest-in-early-childhood/
While Sample School’s core mandate is to provide educational programming for children aged 5-12, we recognize
the important impact we can have on children aged 0-6 in our catchment and the benefit of providing these
children and their families with learning tools and support so that students arrive at our school better equipped to
learn and require fewer and less complex interventions as they progress through school.
In 2008, Sample School implemented 3 Early Learning Projects that are proactive in connecting with parents of
young children. These projects provide parents a few simple tools they can use to prepare their children for
school while connecting parents with school and community and their role in their child’s learning.
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StrongStart - a free, drop-in program for preschool-aged children and their parent/caregiver. Qualified early
childhood educators lead caregivers in story time, play activities, serving a healthy snack, art activities etc...
Parents discover new ways to support their child’s learning and make valuable connections with other adults and
community agencies. Strong Start runs 9am – 12 pm daily and welcomes up to 25 children and their caregivers.
Parents as Literacy Supports (PALS) - a research-based, 10-step course of activities, designed to promote the
development of early literacy skills. Parents and their pre-K or primary aged children are invited to learn through
play, pre-reading skills and number values. After each session, children and parents take home books and simple
supplies for creative play and learning. PALS runs monthly on Fridays from 9 – 11:30 am and welcomes 22
families including siblings who act as valuable role models. Sessions are led by our VP supported by the Strong
Start Facilitator, the school’s Teacher/Librarian and the Aboriginal Literacy Helping Teacher.
Language Literacy Learning (LLL) began as an in-class program in September 2008. LLL is an oral language
program that focuses on the development of pre-literacy skills. The District provides a variety of materials and
resources that help teachers lead student through these skills. Learner Support Teachers (LST), the Literacy
Teacher, and support staff worked daily with Kindergarten and the Grade 1 classes throughout the year and led
small group literacy sessions with all children. Identified students received additional literacy support by
engaging in one-on-one literacy sessions with the LST. At the end of 2008, the program was expanded to include
a 40- hour summer literacy program for 15 students moving into Grade 1 – the program was taught at school by
two qualified teachers allowing for smaller teacher to student ratios.
What Challenges do our schools Early Learning Programs address?
- EDI and the district Early Literacy and Phonemic Awareness Test Sample City (ELPATS) results show our
Kindergarten students are arriving at school without important foundation skills. The absence of such skills
upon arrival compounds over the elementary years and effects learning throughout the student’s life.
- Summer learning slippage
- Lack of effective, affordable and accessible early learning programs/classes in the Sample Schoolcommunity.
- Often parents are not equipped to or don’t know how to act as supporters in their child’s literacy development.
- ESL levels make it challenging for parents to advance their own child’s English language skills.
Early Learning Programs have resulted in the following successes:
- Children are better prepared for Kindergarten and will perform better throughout school.
- Early identification of students who may need intensive support allows for better future success and less
stressful adjustment to Kindergarten.
- Opportunity for teachers from the district & school, parents, young children and siblings to connect and work
together, creating a wrap around, effective and integrated service for students
- Parents are becoming more effective teachers and have improved their skill base and language skills
- Parents of pre-K and primary students are becoming more involved in the school. Parents will stay more
involved with school throughout their child’s education.
What metrics were used to measure these successes?
- Improved Early Literacy Phonemic Awareness Test Sample City (ELPATS) scores. ELPATS is a standard
phonemic awareness assessment tool designed by Sample City School District. It is administered annually to all
K students in January and May. Students testing “at risk” upon entry to K has been steadily increasing from
12% in 2004 to 54% in 2008. However, in January 2009, scores went down to 33% .
- Improved results on K teacher administered “Inventory of Skills” conducted at the beginning of each year.
- Level of parental involvement in school literacy events.
- Anecdotal reports from teachers and parents
- As children who have participated in Strong Start, PALS and LLL move into primary grades, teachers will
assess students’ skills as compared to Ministry of Education Performance Standards.
2. Does your school have a literacy committee?
Yes. Chair: Tammy Hartmann (VP), Heather McAllister (Principal), Kathy Coppin (Librarian), Gr 1/2-Jennifer
Melvin & Raman Dhaliwal, Gr 4/5-Cynthia Kong, K-Erin Bannister & Tracy Williamson, Gr 5/6-Katherine
Klingenberg, Shannon Rennie (Community School Coordinator), LST team- Monica Van de Bunte, Ravinder
Bhangu, Rosie Johal, Hermina Sahota, Chris Bobrownick.
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THE PRINCIPAL AND STAFF
“I know the value of creating an environment filled with books so that at every turn my teachers and students can put their
hands on a new and magical book. The visual demonstration of the number and variety of children’s books in my office is a
constant reminder to staff that I believe it is important to surround ourselves with books and to always be thinking about
literacy. I also want to help match children with “just the right book” whenever I can and make them feel special by giving
them one of the books from my personal library.”
Heather McAllister, Principal, Sample SchoolElementary
Mrs. McAllister’s commitment to literacy began many years ago, evident by the CHILDREN’S LITERATURE
COLLECTION that lines her office walls. All of these are books, which she has purchased on her own,
demonstrate her passion for reading and her belief that instilling strong literacy skills and a love for books in
students and teachers is among her central responsibilities as Principal at KB Woodward. Mrs McAllister
develops her collection quite purposefully to reflect our school goals and our children’s needs. For example, to
support our belonging theme, Mrs McAllister conducted an extensive search of current literature and then
purchased more than 50 pieces of the most appropriate social development titles. Among these are books about
friendship, joys and struggles, jealousy and possessiveness, bullying and inclusion.
Mrs. McAllister uses her books in many discipline situations by, for example, having students read books about
others who face similar situations. She will then lend the identified relevant books to these children and their
teachers and parents to help them understand the issue at hand and to learn how to handle it appropriately.
Mrs. McAllister displayed her collection of Children’s Literature in the school display case in September and
created a bulletin board in our lobby promoting the ideas in each of the books. She made these books available
for others to read, and subsequently read individual books to the staff at each of our monthly staff meetings; and
provided ideas for how to use the books to deepen literacy learning of all students.
Mrs. McAllister regularly takes her books into classrooms and teaches: modeling for teachers how to use the
literature to promote the children’s reading, writing, speaking, and thinking.
Mrs. McAllister includes quotes about literacy learning in the school newsletter and lists books they may look for.
She reads aloud to parents at our early learning meetings like our Welcome to Kindergarten night.
Successes to date include:
- Teachers increasingly borrow books from her collection, consult with her about how they might best use books,
and are consequently including more varied books and literacy instruction in their day-to-day teachings.
- Teachers increasingly request that Mrs. McAllister teach their classes while they observe her and conversely
they invite Mrs. McAllister to their classroom to have her observe their literacy teachings. This reciprocal
teaching is one way Mrs. McAllister is developing a community of learners.
- The quality of literacy instruction is improving and student performance is improving
- Children come looking for specific books increasing the amount that they read and learning that reading is fun.
- Parents are requesting copies of books, improving their literacy skills, their child’s literacy skills.
- Increased parent participation in school and literacy instruction.
Heather McAllister makes literacy learning a priority for staff and students at KB Woodward. Through role
modeling, facilitation of collaborative dialogue, explicit teaching, and through setting a high standard, Mrs.
McAllister actively promotes “BIG IDEA” LITERACY UNDERSTANDINGS among staff, parents, and
students. These “Big Ideas” communicate that literacy learning occurs best within collaborative and caring
cultures where there are structures and strategies that provide for the continuity of learning. Acting on these
essential understandings, she has transformed the whole school organization so that classes are structured to best
support continuity of learning and relationship. She consistently and doggedly promotes authentic collaborative
team teaching. Mrs. McAllister has escorted teams of teachers on several visitations to other “team teaching”
schools and that have high literacy learning results. She is an inspiration to teachers as they begin to see critical
connections.
Mrs. McAllister re-enforces and imparts her “Big Ideas” at Daily Collaboration meetings emphasizing that
children learn and develop their literacy over time and do not stop and start with the school calendar or grade
divisions. She asks teachers to consider the environment they are creating first and explains that the best literacy
learning will occur once caring and trusting relationships have been formed.
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Successes to date include:
- Teachers team teach throughout the school. Classes are organized in combined graded classes where students
and teams of teachers remain together for 2 years.
- Students now learn at a faster pace because they are more settled socially and emotionally
- Our most “worrisome” students (120 out of 500 students demonstrate “worrisome” social and literacy
development) are making greater literacy gains as measured on RAD36, Monthly Writes, ELPATS and
assessments against Ministry of Education Performance Standards.
Following Mrs. McAllister’s lead, staff at Sample School are increasingly developing and implementing new
literacy programs, collaborating with each other and encouraging one another to reach high levels of literacy
comprehension and achievement. Two demonstrations of staff literacy leadership initiatives include:
OPENING DOORS – In 2008, a group of 12 teachers undertook a professional development project focused on
building improved strategies for-non fiction reading instruction. With the Developing Readers and Reading
Power structures in place, this group of staff wanted to challenge themselves to integrate non fiction reading
techniques throughout the day and in the most effective way possible. Because Developing Readers allows for
great tailoring and personalization of the program, this group wanted to work together to ensure they were
formatting the program to its fullest potential for Sample School student success.
The 12 participating staff paired up in six partner groups. While one teacher engaged their class in non-fiction
reading lessons using, the other partner observed both the teacher and the reaction of students. After the class the
partners met, shared ideas and perspectives and developed a guided practice. Opening Doors gave teachers a
second set of eyes to notice subtle reactions among student groups or to listen in on student conversations about
the task at hand. Often times the teacher instructing the class felt that the class had not gone well, but the observer
was able to fill in gaps and noted students independently succeeding at the activity. Teachers worked together to
refine techniques to ensure best practice in developing literacy instruction in their classrooms.
Successes to date include:
- Observing helped both partners to focus on how best to engage students in the reading process
- The experience drove home the importance of book selection to the success of literacy activities.
- The process inspired teachers to keep working on improving literacy skills as they noted the excitement, interest
and commitment of students to the same goal.
SCHOOL WIDE LITERACY EVENTS AND ACTIVITIES
Staff at Sample School regularly contributes their own time and professional development focus to literacy
activities. Our teachers have independently conceived of, researched and implemented a wide variety of literacy
events and programs. Listed here are examples of staff created and led activities that increase the visibility and
importance of literacy in our schools and have resulted in a significant increase in our students’ literacy success:
Home Reading Program – most teachers have started and manage their own rewards based nightly home reading
programs. Teachers are committed, but struggle to make the programs effective due to lack of books available
and often resort to photocopying short sections of literature.
Literacy Night and Scholastic Book Fair – Staff put on an annual Scholastic Book Fair where books are
showcased and sold to parents and staff on site. Coinciding with this, staff organize a focus literacy night for the
community. One event featured the District’s Literacy Teacher on “how to read with your children.” More than
60 people attended, demonstrating that our parents want to know how to support literacy instruction. Great
excitement ensued as children received a free book, bag of supplies and flip chart “tips and techniques” booklet.
Book Bags – Staff engage and advise the school’s leadership students in creating individual book bags for each
incoming Kindergarten student. The leadership students hand out the bags to K students at the “Welcome to
K”event in June, emphasizing the importance of reading for both incoming K and our leadership students.
Pro-D – Staff in our district are encouraged to select Professional Development activities that suit their own
interests and areas of instruction. The majority of our staff continuously select literacy related courses. Both our
Developing Readers and Reading Power programs were adopted after significant numbers of our staff attended
Pro D courses on non fiction implicit reading instruction programs.
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Indigo Application – Our whole school and every single staff person at Sample School has contributed to the
Love of Reading application from decorating their classroom, library and school doors in the theme of student’s
favourite books, to planning and producing the DVD to designing and completing the student “door” project and
door box to writing and editing sections of this proposal. The whole school has been electrified by the process.
Successes to date:
- Teachers are working more collaboratively and creating programs that can be run across all grades
- A common language has evolved so that staff can discuss literacy best practice and the success of their students
- Student, parent and teacher interest and commitment to literacy is increasing
SECTION C: SUPPORT OF LITERACY PROJECTS
With an Indigo Love of Reading grant, Sample School’s staff, students and parents will work diligently to create a
“culture of literacy”, where reading, writing and comprehension of text is emphasized in every thing that we do.
We are eager to see the results of immersing ourselves and our learners in books and to seeing the positive results
of putting books in the hands of our vulnerable students will have. We know that we will change lives.
“Kids not only need to read a lot but they also need lots of books they can read at their fingertips. They also need access to
books that entice them. Schools can foster wider reading by creating [book] collections that provide a rich and wide array of
appropriate books and by providing time every day for children to sit and read.” Richard L. Allington, What Really Matters
for Struggling Readers: Designing Research-Based Programs http://www.schoolwidenetwork.com/printables/116.pdf
Literacy Project #1 –BACK TO “BOOKS”ics
Description: In an effort to ensure books are present at every turn, we would like to create specific and relevant
libraries in the heart of every classroom and LST room and to make our central library a haven of all kinds of
books, on all kinds of subjects and for all grade levels. Classroom libraries will be tailored in every respect
(interest, skill level and abilities) to the specific needs of the students in each class; complete with
developmentally appropriate resources, and multi-levelled materials. Students will be able to “take books out” of
classroom just as they would from the central library. Due dates will be kept flexible. With books geared to their
grade, skill and interest level, students will increase the number of books they “take out” from school and will be
more apt to pick up books during random breaks during the day. Books purchased will be bought specifically to
aid with the enhancement or creation of the following literacy activities:
Implicit Reading Instruction *enhance current program – Implicit Instruction programs can not currently reach
their full potential because of the lack of books (particularly non-fiction books on which this program centres) that
attract and hold the attention of students. Primary classrooms will acquire the Nelson New Primary Series which
specifically supports Implicit Instruction and will provide concrete, sequenced, non fiction materials.
Weekly Collaboration Kids *new – Mimicking Daily Collaboration meetings for teachers, Weekly Collaboration
Kids will involve Gr 4-7 students and will take small groups of kids out of class once per week to discuss books
and literacy programs from a student’s perspective – students will select books to purchase and use in class.
Book Club *new – The library will start “KB Club” that will meet once per month. Participating students will
agree on a book to read and then discuss it together.
Literacy Mentorship Program *new – Students from nearby Kwantlen Park Secondary will visit once per week to
read to students, using the “Belonging” theme and to work with individual students on literacy tasks.
Math &Literacy *enhance current program – We will purchase books that involve patterns and number sense for
our school numeracy program which focuses on building literacy/ vocabulary skills along with math skills.
Aboriginal Literacy *enhance current program – Our Aboriginal Child Care Worker works on oral language
enhancement with K students, however, she has few Aboriginal themed books. New Aboriginal books will allow
her to fully develop her literacy program and to connect with and engage these students.
(b) Challenges:
- Most KB classrooms have some books in them and the library houses a central store of books, however, the
number, quality, age and relevancy renders these resources virtually un-useable.
- Sample Schoolis a large and exceptionally diverse school and ensuring that each classroom has books that all
students in that room find interesting and understandable, is impossible for teachers to do with their own money.
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- All classroom books are purchased with teachers own money resulting in an unfair situation where some
classrooms have more than others
- Books owned by teachers move when teachers move, making the presence of books inconsistent.
- Very few dual language books in classrooms make it difficult for ESL learners to participate fully.
(c) Budget: TOTAL $ 110,000
Books for classroom and central library and to support the programs outlined above including non fiction books,
graphic books, aboriginal books, books that have the theme of “belonging” and books that include math
vocabulary. 10% of this budget will be allocated to purchase supplies like bins, labels, book bags, and
manipulatives.
(d) Timeframe: Year One - Inventory classroom, library, program book collections for quality, levels, subjects
and genres and research new books to buy that will support school goals and literacy activities;
- Purchase identified books/resources over three years for 24 classrooms, 5 LST rooms and one central library –
goal is to decrease average age of books in library from 18 years to 8 years
- As books come in, systematically organize the collections in bins for classrooms; code and tag library books.
- Re-calibrate Implicit Reading Instruction and Aboriginal Literacy programs to account for new books.
- Set up KB Book Club for Gr 6&7 and Daily Collaboration Kids meetings
Year Two – Continue identifying and purchasing books to enhance school goals & literacy activities
- Implement Literacy Mentorship program
- Expand KB Book Club to Grs 4-7
Year Three – Tweak and enhance literacy activities and plan for final book buys.
(e) Evaluation – the following will be measured pre and post grant:
- RAD 36, ELPATS, EDI results as well as teachers’ assessment of student’s progress against Ministry of
Education Performance Standards
- Formal and Informal reading inventories
- Survey of students about their interest in reading
- Anecdotal reports from teachers and parents and observing and conferring with students
- Library circulation rates (both in classroom and our central library)
Literacy Project #2 – FAMILIES IN SCHOOLS
Research …indicates families derive a…greater benefit from family literacy programs as compared to adults or children
[programs]. Typically, families stay involved longer in family literacy … resulting in increased literacy skills and confidence
in parenting; homes with more literacy materials …and children who are better prepared to succeed in kindergarten and
beyond. National Center for Family Literacy, 1996; Philliber, Spillman, & King, 1996.
(a) Description: Staff at Sample Schoolrecognize the important role that a student’s family, and in particular their
parents, will play in advancing student literacy skills. Sample Schoolis committed to a wrap around approach that
ensures families, community and school are working together on building our literacy goals – we need to ensure
that all of these groups are sending the same messages and re-enforcing the same approaches to give our students
the best chance to develop strong literacy skills and bright futures.
Sample Schoolhas been successful in bringing families and parents into our school and equipping them with
literacy tools and approaches through our early literacy programs including Strong Start and PALS. It is critical
during these early childhood years to educate parents about their role in their child’s ongoing literacy learning,
however, it is also important to keep parents involved over the course of the student’s elementary years. This
involvement and connection will yield significant and important benefits, for the student’s literacy learning and
educational success, and also for the parent’s engagement in community and literacy and language skills.
With a grant from Indigo Love of Reading we will create a ‘Families in School’ literacy program; to make all
families feel welcomed and included, to promote parents as partners, and to enhance our parents’ ability to
support student literacy achievement. The Families in School literacy program will include:
Family Reading Room *new – A dedicated “Family Reading Room” will welcome students of all ages and their
families to engage in drop-in and formal family literacy activities. Some of these programs will be monitored or
run by school/district staff, and others will engage community groups like the Sample City Public Library, the
Sample City Eagles Hockey Team, and Umoja Operation Compassion Society. There will be daily drop-in times
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and a minimum of twice monthly formal programming. Multicultural workers will lead specific literacy sessions
for ESL families. The room will be equipped with comfortable furniture, a coffeepot, a library filled with family
and children’s books and resource materials including curriculum materials, instructional aids, board games, flash
cards and videotapes. Families will be able to “check out” all of these materials to take home.
Parents as Literacy Supporters (PALS) and Strong Start *enhance current programs - Build capacity and
effectiveness of these two early learning family programs by providing a lending library of multi lingual books –
these books have the readers home language on one page and the English text on the opposite page. These books
teach student and parent, who effectively becomes a better support for the student’s literacy learning.
Professional Development on Family Literacy Instruction * new – Sample Schoolwill bring in family literacy
experts throughout to share with teachers how to provide effective, sustainable Family Literacy programs.
Noisy Reading *enhance current program – Expand this popular and successful Kindergarten Literacy program,
(where parents come into the classroom to read out loud to small groups of students once per month), to include
the whole school. Parents also have an opportunity to connect with the classroom teacher, ask questions, and
share concerns. During each session, teachers introduce one reading strategy that parents can practice at home.
All children will receive a bookmark with the ‘reading strategy of the month’. Twice per year staff will organize
school wide “Breakfast and Books” events , inviting all families to have breakfast at school (sponsored by
community organizations like the Lions Club) and then break out into small “noisy reading” groups.
Power Hours * new – Once a month ESL parents and children will work together on reading and homework
techniques and then play games and sports as a reward. The district’s Multicultural and Settlement Workers will
work with Options Sample City Community Services and the City to run the program.
(b) Challenges:
- Lack of parent engagement in their child’s learning and school due to limited opportunities, disconnectedness
and a feeling amongst parents that they are not educated enough to go into programs at the school.
- The gap between ESL children’s English skills (which they learn quickly) and ESL parent’s English skills
(which typically come more slowly) makes parents feel as though they are not a part of their children’s lives or
their community and therefore do not or can not act as effective teachers or literacy supporters.
- Parents may not know the best way to help their children to learn to read or engage in the learning process.
(c) Budget: TOTAL $ 50,000 - Multi-lingual books, CD books, newspapers, parenting books as well as general
children’s books to effectively provide for each of the programs above including building a store of books that can
be borrowed by parents and students from the Family Room. 10% of this budget will be allocated to purchase,
supplies, worksheets and guest speakers and presenters.
(d) Timeframe: Year One - Dedicate space for Family room, clean space, find furniture donations
- Librarian and staff to identify and purchase multi-lingual books for early learning programs and a variety of
books for the Family Room and Family Literacy programs – purchases to continue through years 2 and 3.
- Identify experts or organizations that can instruct staff on how to implement a successful Family Literacy
Program and plan and implement one related Family Literacy Professional Day. Conduct one Family Literacy
Professional Day annually.
- Expand Noisy Reading to all primary grades and undertake one Breakfast and Books event
Year Two – Undertake launch of Family Room
- Begin programming in Family Room (2-4 external presenters and plan 3-4 district and school staff sessions)
- Develop and implement promotional plan to inform parents that the Family Room is open and available
- Open up Family Room to regular drop in hours and coordinate staff attendance schedule
- Expand Noisy Reading to all grades and undertake two Breakfast and Books event – to continue annually
Year Three – Continue to purchase books and resources to support family literacy programs. Increase the formal
presentations and sessions in the family room to 4-6 external presenters and 5-6 district and school staff sessions
through the year.
(e) Evaluation – in addition to the metrics that will be measured under Literacy Project 1, the following will
be measured pre and post grant: Student, parent and family participation levels in school literacy activities,
Parents perceptions of role in education, Surveys & focus groups, Student feedback at Weekly Collaboration
Kids, and attendance at parent/teacher interviews.
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