At Alexis Park Elementary we are passionate about learning and staying curious about learning. Feeling connected to the school community helps to build hope and we know that “Hope changes brain chemistry, which influences behaviours.”
The following quote by Hollis reflects how staff feel as to why they stay at the school: “The heart of an educator (at Alexis Park) is not measured in size, but by the depths of the commitment to make a difference in the lives of others.”
Staff actively talk about, promote, and support a ‘growth mindset’ with our students as explained by Carol Dweck in her book The New Psychology of Success. Staff are working with students to understand the difference between a ‘fixed mindset’ and a ‘growth mindset’ and to move those with a ‘fixed mindset’ to that of a ‘growth mindset’.
An educational researcher, Lauren Resnick said ‘…that effort actually creates ability, that people can become smart by working hard at the right kinds of learning tasks….’
Research also says that if parents value education their children will be more successful at school.
In short, we consider success when our students are safe, happy, healthy, and continuously improving in literacy and numeracy.
How do we fulfill this mission statement? We strengthen students’-
•Capacity to serve and lead
•Emotional health and physical health
•Brain capacity
•’Growth Mindset’
•Moral compasses
Our dedicated staff holds high expectations for our students, and demand that our learning community is a safe, responsible and respectful learning environment.
The staff and students at Alexis Park are also fortunate to have a number of strong connections to a variety of establishments in the greater community of Vernon.
We need to strengthen students’ academic oral language skills so that they have a voice, as well as strengthen their commitment and understanding of their role in making the school community a safe, responsible and respectful learning community.
We look for opportunities and experiences which will foster leadership skills in all our students. Students are learning that leadership is not about power but rather about providing service to others.
“True heroism is remarkably sober, very undramatic. It is not the urge to surpass all others at whatever cost, but the urge to serve others, at whatever cost.”
Arthur Ashe
We need to move all students to a ‘growth mindset’ and help them build resiliency for whatever comes their way in life.
At Alexis Park Elementary we are passionate about learning and staying curious about learning. Feeling connected to the school community helps to build hope and we know that “Hope changes brain chemistry, which influences behaviours.”
The following quote by Hollis reflects how staff feel as to why they stay at the school: “The heart of an educator (at Alexis Park) is not measured in size, but by the depths of the commitment to make a difference in the lives of others.”
Staff actively talk about, promote, and support a ‘growth mindset’ with our students as explained by Carol Dweck in her book The New Psychology of Success. Staff are working with students to understand the difference between a ‘fixed mindset’ and a ‘growth mindset’ and to move those with a ‘fixed mindset’ to that of a ‘growth mindset’.
An educational researcher, Lauren Resnick said ‘…that effort actually creates ability, that people can become smart by working hard at the right kinds of learning tasks….’
Research also says that if parents value education their children will be more successful at school.
In short, we consider success when our students are safe, happy, healthy, and continuously improving in literacy and numeracy.
How do we fulfill this mission statement? We strengthen students’-
•Capacity to serve and lead
•Emotional health and physical health
•Brain capacity
•’Growth Mindset’
•Moral compasses
Our dedicated staff holds high expectations for our students, and demand that our learning community is a safe, responsible and respectful learning environment.
The staff and students at Alexis Park are also fortunate to have a number of strong connections to a variety of establishments in the greater community of Vernon.
We need to strengthen students’ academic oral language skills so that they have a voice, as well as strengthen their commitment and understanding of their role in making the school community a safe, responsible and respectful learning community.
We look for opportunities and experiences which will foster leadership skills in all our students. Students are learning that leadership is not about power but rather about providing service to others.
“True heroism is remarkably sober, very undramatic. It is not the urge to surpass all others at whatever cost, but the urge to serve others, at whatever cost.”
Arthur Ashe
We need to move all students to a ‘growth mindset’ and help them build resiliency for whatever comes their way in life.
Checking
PM Benchmark data and Student Learning Survey results
Checking
PM Benchmark data and Student Learning Survey results
We analyze our PM Benchmark data on an ongoing basis to guide our interventions, and report our results to the distrct three times per year. Please see below for PM Benchmark summaries and Student Learning Satisfaction results:
Scanning
Reading Data
Oral Language
Celebrating Successes
Scanning
Reading Data
Our team analyzed our June 2018 Reading data for students in grades 1-4 and we discovered that 39% of our students were not yet meeting grade level expectations. We also realized that this concern was more prevalent amongst our aboriginal population.
However, we looked at our data differently and noticed something very interesting. When we only analyzed the students who had been at Alexis Park for 3 or more years, virtually all of these students were meeting or exceeding grade level expectations in Reading. This raised the question, “How do we create a culture of urgency and best meet the needs of our transient student population?”
Oral Language
Helping to strengthen literacy skills and oral language skills.
Being a good listener means having strong self-regulation skills.
Celebrating Successes
Our school recognizes that every one of our students has something special that should be celebrated. We have begun to use the 7 Grandfather Teachings as the framework for how we celebrate our student’s successes.
Focusing
Improving Reading Results
Oral Language
Teacher Action Research
Focusing
Improving Reading Results
How can we achieve a full year’s growth or more in Reading for every child who is reasonably able?
In addition to the Reading instruction that is happening in classrooms, Alexis Park has two part time Reading Intervention teachers. Working with our aboriginal support workers and SBRTs, our team is currently providing additional reading intervention for all students in grades 1-4 who are not yet meeting grade level expectations in Reading.
Oral Language
What would it take to strengthen students’ academic oral language skills?
Over the years, our teaching team has reflected on our literacy data and held the belief that a strong need for improvement in our students’ oral language skills is the route cause of many students’ struggles in Reading and Writing.
Teacher Action Research
What might come from removing barriers to teacher action research?
The administration at Alexis Park has budgeted to support teachers with action research around educational topics of interest.
Developing a Hunch
How do we target intervention?
Developing a Hunch
How do we target intervention?
In January 2019, our Reading data was reflective of our intense focus on improving reading results. The data was impressive. However, COVID-19 hit us, and other schools, hard. Our November 2020 data revealed that 90% of our grade one students were not reading at grade level expectations. However, rather than panic, our team went back to work on improving Reading results. By March we had reduced that number to 41% and we are excited to see further improvement in our June data.
Each of these students has undergone further investigation to figure out what their strengths and challenges are in Reading, and every one of them is now receiving Reading intervention.
Learning
PM Benchmark Data
Professional Development
Learning
PM Benchmark Data
PM Benchmark levels are collected for all students reading at or below a level 44 three times per year. This allows our school to monitor the improvement in Reading for all primary students and many intermediate students. This data is also used to make decisions about where to place appropriate supports within the school.
Professional Development
Our professional development committee is purposeful about planning professional development for teachers that is related to our school inquiry questions.
Taking Action
Reading Intervention Groups
Taking Action
Reading Intervention Groups
All students in grades 1-3 who are not yet meeting grade level expectations in Reading are being provided Leveled Literacy Intervention.
This intervention consists of 30 minute, small group intervention sessions, five days per week that focus on the specific needs of each individual reader.
Staff Resources
