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École Harwood is a K-7 school that is located in the heart of Vernon, B.C. We are the HEAT which stands for Healthy Encouraging Academic Team.
Our school’s mission statement:
Our mission is to provide a caring and supportive environment for students to develop a lifelong love of learning and prepare them to become responsible citizens in a changing world.
Harwood’s ‘Belief System’ is centered around our values of Respecting Oneself, Respecting Others and Respecting the Environment. These values guide us in working with students to develop the attitudes and attributes that guide and help grow students that reflect our mission statement.
Our student catchment is from the Harwood area of Vernon with the exception of our French Immersion programming where students apply from across the district. Currently, our student body is comprised of 17% indigenous students and our French Immersion students make up just under 25% of our student population.
We currently have 21 Divisions; two of which are Late French Immersion and two of them being French Kindergarten. Our staff includes:
Principal
Vice-Principal
21 Classroom Teachers
2.4 FTE School Based Resource Teachers
0.7 FTE Teacher-Librarian
1.0 Arts Ed teacher
13 Educational Assistants
Aboriginal Support Worker
Our school goals and staff professional learning communities are centered around student growth and success. As a staff we believe in:
Shared Beliefs and Understanding – moral purpose
Focus on Numeracy and Literacy – high expectations, continuity
Early and ongoing intervention to meet student needs
Collaborative Environment
School-based Professional Development
Parental and Community Involvement
Shared Responsibility and Accountability
We continue to have a strong focus on early intervention and literacy with various programming and goals centred around student growth and success in literacy.
Our Parent Advisory Council (PAC) is active throughout our school providing support through community/school events and fundraising. We are very thankful for the time and financial resources they provide to support school programming that enhances the educational experience for our students. The PAC meets the first Wednesday of every month.
At Harwood School we believe that student success is built on an engaging and responsive school culture where school and community work together for students to feel safe and have a sense of belonging. When the learning environment is safe, provides appropriate interventions and engaging experiences for all levels of learners, students will grow to become lifelong learners and responsible citizens. At Harwood School our staff strive to create an environment of belonging that supports the individuality and creativity of all students as well as provides experiences to teach and instill the core competencies. When our students at Harwood display the attitudes and attributes of our mission statement and live out our school values, we know they are experiencing success.
We recognize this success through weekly awards at virtual assemblies. Staff are consistently watching our students to reward them with HEAT STARS that recognize the efforts students put into displaying behaviours related to Healthy, Encouraging, Academic, Team. We also hand out certificates for Student of the Week to honor those that have consistently displayed our values.
At Harwood, we have a staff that truly care and take ownership of all students in the school. Our staff understand the importance of developing the whole child and work hard to provide enriching and engaging experiences to keep students first. Our staff believe in working together and collaboration to grow professionally and best meet the needs of students.
Early and ongoing intervention is important at our school. We provide various interventions for our K-Gr. 3 students to ensure they have the greatest opportunity to be supported and grow as they move through these grades. We provide reading intervention programs, social skills programs and gross motor skill development. Through collaboration and data analysis we are able to provide flexible and responsive groupings of students to best meet their needs. Our classroom teachers, SBRT’s, and discretionary staffing all work together to target and program for student success.
We also have various community supports that help prepare and supply food for our breakfast, snack, and 1 to 1 reading programs. All of these help in providing support for some of our most vulnerable students. We are very thankful for all our community partnerships and volunteers.
Our Parent Advisory Council is an integral part of our school’s culture and success. We appreciate the hard work of our caring parents and the positive impact they have on our school to support our students and teachers. We also appreciate the funds they provide to run various programming across the school.
We recognize that our school is a ‘hub’ within the Harwood community and it is important that we continue to find meaningful ways to reach out to our community. With a continued focus on student growth and success, we will continue to explore ways in which to share and involve parents and community into the learning.
We also understand that technology can be an engaging tool to be used with students and have developed a three year technology plan to increase not only the amount of technology in the school, but empower our staff in utilizing it in meaningful and engaging ways. As we explore and employ various new technologies, we want to ensure we are preparing our students to be digital citizens in an ever changing world.
École Harwood is a K-7 school that is located in the heart of Vernon, B.C. We are the HEAT which stands for Healthy Encouraging Academic Team.
Our school’s mission statement:
Our mission is to provide a caring and supportive environment for students to develop a lifelong love of learning and prepare them to become responsible citizens in a changing world.
Harwood’s ‘Belief System’ is centered around our values of Respecting Oneself, Respecting Others and Respecting the Environment. These values guide us in working with students to develop the attitudes and attributes that guide and help grow students that reflect our mission statement.
Our student catchment is from the Harwood area of Vernon with the exception of our French Immersion programming where students apply from across the district. Currently, our student body is comprised of 17% indigenous students and our French Immersion students make up just under 25% of our student population.
We currently have 21 Divisions; two of which are Late French Immersion and two of them being French Kindergarten. Our staff includes:
Principal
Vice-Principal
21 Classroom Teachers
2.4 FTE School Based Resource Teachers
0.7 FTE Teacher-Librarian
1.0 Arts Ed teacher
13 Educational Assistants
Aboriginal Support Worker
Our school goals and staff professional learning communities are centered around student growth and success. As a staff we believe in:
Shared Beliefs and Understanding – moral purpose
Focus on Numeracy and Literacy – high expectations, continuity
Early and ongoing intervention to meet student needs
Collaborative Environment
School-based Professional Development
Parental and Community Involvement
Shared Responsibility and Accountability
We continue to have a strong focus on early intervention and literacy with various programming and goals centred around student growth and success in literacy.
Our Parent Advisory Council (PAC) is active throughout our school providing support through community/school events and fundraising. We are very thankful for the time and financial resources they provide to support school programming that enhances the educational experience for our students. The PAC meets the first Wednesday of every month.
At Harwood School we believe that student success is built on an engaging and responsive school culture where school and community work together for students to feel safe and have a sense of belonging. When the learning environment is safe, provides appropriate interventions and engaging experiences for all levels of learners, students will grow to become lifelong learners and responsible citizens. At Harwood School our staff strive to create an environment of belonging that supports the individuality and creativity of all students as well as provides experiences to teach and instill the core competencies. When our students at Harwood display the attitudes and attributes of our mission statement and live out our school values, we know they are experiencing success.
We recognize this success through weekly awards at virtual assemblies. Staff are consistently watching our students to reward them with HEAT STARS that recognize the efforts students put into displaying behaviours related to Healthy, Encouraging, Academic, Team. We also hand out certificates for Student of the Week to honor those that have consistently displayed our values.
At Harwood, we have a staff that truly care and take ownership of all students in the school. Our staff understand the importance of developing the whole child and work hard to provide enriching and engaging experiences to keep students first. Our staff believe in working together and collaboration to grow professionally and best meet the needs of students.
Early and ongoing intervention is important at our school. We provide various interventions for our K-Gr. 3 students to ensure they have the greatest opportunity to be supported and grow as they move through these grades. We provide reading intervention programs, social skills programs and gross motor skill development. Through collaboration and data analysis we are able to provide flexible and responsive groupings of students to best meet their needs. Our classroom teachers, SBRT’s, and discretionary staffing all work together to target and program for student success.
We also have various community supports that help prepare and supply food for our breakfast, snack, and 1 to 1 reading programs. All of these help in providing support for some of our most vulnerable students. We are very thankful for all our community partnerships and volunteers.
Our Parent Advisory Council is an integral part of our school’s culture and success. We appreciate the hard work of our caring parents and the positive impact they have on our school to support our students and teachers. We also appreciate the funds they provide to run various programming across the school.
We recognize that our school is a ‘hub’ within the Harwood community and it is important that we continue to find meaningful ways to reach out to our community. With a continued focus on student growth and success, we will continue to explore ways in which to share and involve parents and community into the learning.
We also understand that technology can be an engaging tool to be used with students and have developed a three year technology plan to increase not only the amount of technology in the school, but empower our staff in utilizing it in meaningful and engaging ways. As we explore and employ various new technologies, we want to ensure we are preparing our students to be digital citizens in an ever changing world.
Checking
Our Thinking with Data
Data We Use
Checking
Our Thinking with Data
”The problem comes when people think that data paints a full picture, leading them to ignore what they can’t see. Here’s my approach: Measure what you can, evaluate what you measure, and appreciate that you cannot measure the vast majority of what you do. And at least every once in a while, make time to take a step back and think about what you are doing.”
Ed Catmull (2014) – Creativity Inc. Understanding the unseen forces that stand in the way to true inspiration.
Data We Use
PM Benchmark Assessments Primary – We know where all of our primary student are at with their reading levels. We this data is used to inform our literacy practices and interventions. Data is tied to grade level achievement.
PM Benchmark Assessment and Fontes and Pinnell Assessments Intermediate. Any intermediate student who needs support with their learning in the area of reading receives a reading assessment to support their learning and guide reading intervention. Data is tied to grade level achievement.
WCRA: Teachers will use the Whole Class Reading Assessment as a tool to support instruction in their class at guide their teaching practice.
Harwood Digital Data Wall: In Grades 1 to 4 we can see the big picture of where are students are at in their reading development.
Kindergarten Screener: Teacher use the Kindergarten Screener to assess the early development of our 4 and 5 year old’s. This data is used to support teaching and learning interventions.
Effective School Cultures That Improve Literary Success Survey: We use this survey to consider what we need to focus on to improve literacy outcomes in our school.
Health and Wellness/Connectedness Survey: We believe that each student should feel safe and connected to at least two adults in our school. This information is used to guide our approaches with health and wellness interventions.
Scanning
Harwood Priority Goals 2018-19 STUDENT ENGAGEMENT
Harwood Priority Goals 2018-19 SCHOOL CULTURE
Gradual Release of Responsibility
Scanning
Harwood Priority Goals 2018-19 STUDENT ENGAGEMENT
School Wide Inquiry Question: How will the focus and actions of both PLC groups support the success of our priority goals?
Student Engagement Inquiry Question: How does student engagement support student growth and engagement?
Literacy:
Technology: Harwood Elementary School Action Plan
Harwood has a 3 year technology action plan to implement a school-wide approach.
Harwood Priority Goals 2018-19 SCHOOL CULTURE
School Wide Inquiry Question:
School Culture Action Plan
Staff are working together to determine our current foci with our: belief system; missions; values; posters; logos; Harwood School Historic Programming
Student and Staff Health and Wellness:
Staff are working together to: interpret School District policies; implement mental health resources; refine Harwood School Historic Programming
Create a survey type tool to provide an opportunity to find out students’ feelings on safety and belonging.
Gradual Release of Responsibility
Harwood Staff our working on implementing the gradual release of responsibility model with our students.
Focusing
SCHOOL ENGAGEMENT: Literacy and Technology
STUDENT ENGAGEMENT
Gradual Release of Responsibility
Focusing
SCHOOL ENGAGEMENT: Literacy and Technology
Literacy/Numeracy
Focus: To continue to promote and guide our school in the adoption of our literacy beliefs, best practices, and school-wide initiatives.
Technology
Focus: To review and help carry out our school technology plan.
STUDENT ENGAGEMENT
Mission/Values/Beliefs
Focus: To review, raise awareness, and find ways for the students and staff to live out the schools Mission Statement, Values and Beliefs. It also includes school branding and signage around the school environment.
Health & Wellness
Focus: To raise awareness of health and wellness issues for staff and students and promote an environment of acceptance and belonging.
Gradual Release of Responsibility
Staff select and area of focus in their practice for implementation and collaboration with colleagues from: guided; independent; modeled; shared.
Developing a Hunch
Understanding Our Practice
Developing a Hunch
Understanding Our Practice
At Harwood, we continually refine our teaching practice using our Professional Learning Communities (PLCs) to take us through the stage of developing our hunches. Each community digs deep into data and explores our educational beliefs. Hunches that are developed in this process are then brought to all staff for consideration. It is through this process that we believe the most impactful approach is to have two areas of focus. These are the “School Culture” and “Student Engagement” PLCs. Each has two areas to develop. School Culture looks at Mission/Values/Beliefs and Health and Wellness. Student Engagement develops our literacy approaches and implements our technology plan. Further, as a staff we are refining our approach with the Gradual Release of Responsibility model. Each teacher in our school has committed to focus on: guided; independent; modeled; or shared. All of our current hunches that guide our inquiry create the areas faces and our action plans.
Learning
Learning through inquiry
Learning
Learning through inquiry
At Harwood, our Professional Learning Communities focus on improving our learning within Student Engagement and School Culture. We believe that implementing our Spirals of Inquiry process throughout our learning communities drives our learning as educators and supports improvements for all students in our learning community. Learning in our inquiry model is supported by providing collaboration time and time to focus on learning during our staff meetings. During collaboration time teachers are working on learning ways to support improved literacy outcomes for our students. Further, we are also learning ways to use technology to improve learning in our school while examine topics such as Digital Citizenship. We work impactfully to support learning in the area of health and wellness. In addition, we have a team working to implement our Mission/Values/Beliefs.
Our learning areas in 2018 include:
Taking Action
SCHOOL ENGAGEMENT: Literacy and Technology
School Culture Action Plan
Taking Action
SCHOOL ENGAGEMENT: Literacy and Technology
Student Engagement Action Plan:
Literacy/Numeracy
Under development by our PLC
Next Steps – revisit our conversation about our priorities (pick 1 or 2 areas from the Effective School Cultures that Improve Literacy Survey) that will make an impact this year; and do we want to continue with our writing focus in May. On a sticky note pick your top three areas and move to a focus.
Resources to use to determine focus:
Technology
| Focus | Actions | Resources | Time Frame |
| Educate students on digital literacy | Have students circulate with Mr. Taylor during library time | Literacy Continuum |
Next Steps – develop our resources for digital literacy. What is the best fit for Harwood. What is our grade scope?
Resources to use to determine focus:
School Culture Action Plan
School Culture Action Plan:
Mission/Values/Beliefs
| Focus | Actions | Resources | Time Frame |
| Rebranding of Values chart with Indigenous culture/French Culture | Decide on what should be evident on the poster
Talking to staff about design/values Share with PAC |
Design options for displays | Preliminary design by
Final design by To Printer by Hung up in school by |
| Refresh Logo | Talk with staff about the ‘Why’
Get students involved with design Contact designer to explore pricing Design School Swag |
Student ideas
Design options online for ideas |
Preliminary design by
Final design by |
| Integrate House teams with values/indigenous culture/French Culture | Complete design and purpose in 2018-19 ready for implementation Sept. 2019 |
Resources to use to determine focus:
Health & Wellness
| Focus | Actions | Resources | Time Frame |
| Feeling of Belonging | Survey
Color team building activities (up to 3 times a year) |
Collaborate with Beairsto (Karyn has made contact)
Create a survey (We have established questions and are working towards creating a survey monkey) |
Completion and administration of survey for January 2019
Implementation of team building activities 3X per year |
Resources to use to determine focus:
