These students understand that to make JW Inglis a positive learning community you need to: be respectful, don’t exclude anyone, and be helpful. They’ve got it!

Adding to the positive learning community by having fun with classmates and peers.  Our physical health helps to support our emotional well-being.

We continuously check in with students by having conversations about how they feel about themselves and their contribution to their learning community. We encourage ongoing self-reflection and share with each other the ways that we contribute positively to our school learning community. Our Social Responsibility Goal is measured by the increase in students being able to solve problems in peaceful ways.

These students made a craft together. They were also learning to build a positive learning community by sharing and working cooperatively.

Reading the walls as we travel down the halls and perhaps taking a moment to think about what some of those words mean to us.

“Growing the Leaders of Tomorrow”.  The school staff works daily towards this idea.

Results from the Student Learning Survey administered to Grade 4 students each year:

Our Primary literacy goal is:
“Do students who feel positive about reading have an increased reading level by June?”

The Intermediate literacy goal is: “Can students identify the main idea in a variety of media forms (books, online resources)?”

Grade 2/3 students have written letters to the Earth which they have displayed outside of their room.  Writing helps to improve reading skills!

Primary students are working towards talking about themselves in positive ways.

Intermediate students are working on using technology in positive ways and being able to tell the difference between junk technology and toxic technology. Students are learning to be responsible when online and when using social media.

We use various assessment tools to determine the areas of greatest need. Some of these include: Early Literacy Screener, PM Benchmarks, Non Fiction Reading Assessment (NFRA) results, and Impromptu Writing.

Encoding or writing is a powerful way to strengthen our reading skills. By reading our classmates stories, we strengthen our own skills!

Sharing our ideas and editing each other’s work helps to strengthen our own literacy skills.  These 2 students wrote books about cats and then shared their stories!

‘High yield strategies’ such as “Number of the Day” and “Mystery Number” and having students explain their thinking will allow students to have a deeper understanding of numbers as they begin to apply them to computational skills and become more numerate.

Sharing strategies as numbers get larger, will serve students well in becoming numerate and understanding math concepts as those concepts become more complex throughout their years at JW Inglis.

Using core values of our educational community to focus our teaching around positive behaviour will be our strategic approach to ongoing growth in how we relate to each other and to the world around us. We developed our ‘Wildcat PRIDE’ acronym for our school: To be a JW Inglis Wildcat means you are part of the PRIDE:

Positive, Respectful, Inclusive, Determined, and Effort.

Sharing, checking, working together makes us all stronger learners.

Learning and working together in a shared space means that we need to recognize the differences in how others’ learn and support those differences. Accepting diversity in the classroom allows us to grow as individuals. We continue to move students along the maturity continuum from being dependent to becoming independent to finally reaching interdependency. (Stephen Covey)

Based on our school data, we believe that our students benefit greatly from a strategic focus on addressing early literacy learning needs. To this end, we work as a team to help our most vulnerable learners in this area. Through focused reading groups and focused classroom instruction, we target the reading fluency, reading comprehension, and writing skills our students need to continue to develop.

Working on encoding skills helps us to become great readers as well. A very busy group of writers!

Listening to a story and enjoying a literacy experience  together helps us to make connections with each other through shared experiences.

A number of ‘high yield strategies’ being used in classrooms to strengthen students’ numeracy skills are:

• Number of the day
• Which one doesn’t belong
• Quick estimate
• Number talks
• Quick images
• Alike and different
• Today’s number
• Mystery number

Students are encouraged to solve math questions by applying math knowledge that they already know.  Asking themselves “What do I already know that will help me reach the answer for this new question?”
For example: 9 X 7 = ?  I know how to skip count by 5’s easily so I can figure out that 9 X 5 = 45 and now I need to add 2 more 9’s.  Therefore, 9 X 7 = 63

Sharing our learning and understanding using math activities such as this one in which students are building 3D geometric shapes helps us to strengthen our numeracy skills.

If we use the ‘Wildcat PRIDE’ acronym to facilitate conversations and ‘teachable moments’ with our students, will we see an increase in the number of students who can ‘solve problems in peaceful ways?’ We believe that using common language centered on our PRIDE values, as well as involving students as leaders in the process, will lead to continuous growth in positive behaviour in our school community.

Learning to be part of a community.  Sharing our space with others.

Finding a comfortable place in the Learning Commons and enjoying ‘looking’ through a window via a book into a different world other than our own.

Our team at JWI continues to engage in meaningful professional development opportunities to increase our instructional strategies in the areas of literacy and numeracy. Some of the learning undertaken includes training in First Steps in Math, Whole Class Reading Assessment, Numeracy Screeners, PM Benchmarks, Vertical Learning, and incorporating First Peoples’ Principles of Learning. In addition, our teachers plan targeted strategies in collaboration with our School Based Resource Teacher.

Sharing the wonder and joy of discovery! Taking on responsibilities such as feeding the salmon that students watched hatch from eggs and which they will continue to care for until they release them at Kingfisher.

Joining school teams, providing service and leadership within the school community all help to improve an individual’s success well into their future.

We are learning together as students and adults to be positive members of the JW Inglis community. We do this through planned school events that bring our community together for a positive common goal. We focus on monthly values related to ‘Wildcat PRIDE’ (Positive, Respect, Inclusive, Determined, and Effort) and encourage students to play an active role in seeing the difference they can make in the community around them.

Students add an insect or flower when they’ve earned a ‘Pride award’ to show that they are showing respect and making the school a happy place.  We talk about being that ‘better person’ by being positive towards others at all times.

Connecting to and with our community to remember the past and strengthen our future.

Based on our school’s areas of greatest need, we can respond with appropriate strategies of support for students. We currently have focused reading group instruction happening with students who will benefit from additional small-group instruction.

Sharing a story and an interest with classmates to strengthen reading skills. Being a good listener means having strong self-regulation skills.

Math games help students to strengthen their math skills.  Teaching others makes your own understanding of concepts that much stronger. “To teach is to learn twice.”

Playing math games to strengthen our numeracy skills and to share the enjoyment of learning.

We continue to use our ‘Wildcat PRIDE’ values to anchor our efforts to develop positive contributing members of our school and greater community. We encourage all students to step up, to plan, and to lead other students in developing their competencies in relating to others, contributing to a positive learning community, and solving problems in peaceful ways.

Students are comfortable across the span of grades.

Sharing a moment of fun and friendship on the playground makes students feel positive and included.