Mission Hill Elementary currently enrolls 304 students in Kindergarten to Grade 7. We are located in a residential area with a range in socioeconomic circumstances. Our school pride is founded on our rich cultural diversity and special programs that support all students.
English Language Learning support for students in School District 22 is provided at our school. We have students enrolled from all over the world, representing over 10 different languages.
International Students add another cultural dimension to our school. Currently we have International studies studying here from several different countries, including Korea, Japan, and China.
District Resource Support Program currently serves 10 students who receive specialized student support by a School Based Resource Teacher and several Certified Educational Assistants.
Learning Needs: This year, we are providing a range of services and supports to more than 50 students with physical, academic and social/emotional special educational requirements. These students needs are supoprted through with programming created by their classroom teachers, school based resource teachers, EAs and other school-based team members (Principal/Vice Principal, Counselor, NOYFSS, Speech & Language Pathologists, etc.).
Aboriginal Students: Currently, approximately 20% of our students are Aboriginal. Our staff and Aboriginal Support Worker support our students academically, culturally, socially, and emotionally in the classroom.
At Mission Hill Elementary we value our cultural diversity and the uniqueness of each child. We work together to provide a caring environment where self-esteem, social responsibility, physical well-being, intellectual development and the joys of life-long learning are valued and fostered.
Healthy bodies: We support programs that help our students and families such as: Breakfast Club program, Snack Cart program, Community Links lunch program, Starfish backpack program
Community: We want to connect with our parent community and to ensure that our parents feel supported, included and always welcome as an integral part of the educational team at our school.
School wide models: We support students’ self regulation by incorporating the “Zones of Regulation” in our teaching, daily interactions and in our weekly assemblies. Students and staff talk about and receive feedback using the Zones in all situations. We also use the WITS model to help guide students’ decision-making when trying to solve problems in peaceful ways.
Collaboration: Our staff works collaboratively to explore ways to support our school goals that are targeted to helping every student succeed.
Strategic plan: We continue to evolve in how we work towards success for all students. We are always looking for ways to improve and to provide personalized learning opportunities for all students.
Continue to engage parents as integral members of the learning team.
Work even more intentionally to intervene as early as possible to increase literacy skills for all students.
Continue to explore mental health and social/emotional support options for our students and their families.
Mission Hill Elementary currently enrolls 304 students in Kindergarten to Grade 7. We are located in a residential area with a range in socioeconomic circumstances. Our school pride is founded on our rich cultural diversity and special programs that support all students.
English Language Learning support for students in School District 22 is provided at our school. We have students enrolled from all over the world, representing over 10 different languages.
International Students add another cultural dimension to our school. Currently we have International studies studying here from several different countries, including Korea, Japan, and China.
District Resource Support Program currently serves 10 students who receive specialized student support by a School Based Resource Teacher and several Certified Educational Assistants.
Learning Needs: This year, we are providing a range of services and supports to more than 50 students with physical, academic and social/emotional special educational requirements. These students needs are supoprted through with programming created by their classroom teachers, school based resource teachers, EAs and other school-based team members (Principal/Vice Principal, Counselor, NOYFSS, Speech & Language Pathologists, etc.).
Aboriginal Students: Currently, approximately 20% of our students are Aboriginal. Our staff and Aboriginal Support Worker support our students academically, culturally, socially, and emotionally in the classroom.
At Mission Hill Elementary we value our cultural diversity and the uniqueness of each child. We work together to provide a caring environment where self-esteem, social responsibility, physical well-being, intellectual development and the joys of life-long learning are valued and fostered.
Healthy bodies: We support programs that help our students and families such as: Breakfast Club program, Snack Cart program, Community Links lunch program, Starfish backpack program
Community: We want to connect with our parent community and to ensure that our parents feel supported, included and always welcome as an integral part of the educational team at our school.
School wide models: We support students’ self regulation by incorporating the “Zones of Regulation” in our teaching, daily interactions and in our weekly assemblies. Students and staff talk about and receive feedback using the Zones in all situations. We also use the WITS model to help guide students’ decision-making when trying to solve problems in peaceful ways.
Collaboration: Our staff works collaboratively to explore ways to support our school goals that are targeted to helping every student succeed.
Strategic plan: We continue to evolve in how we work towards success for all students. We are always looking for ways to improve and to provide personalized learning opportunities for all students.
Continue to engage parents as integral members of the learning team.
Work even more intentionally to intervene as early as possible to increase literacy skills for all students.
Continue to explore mental health and social/emotional support options for our students and their families.
Checking
Literacy Information
Checking
Literacy Information
Scanning
Literacy Information
Personalized learning opportunities
Social Responsibility and Self-Regulation
Scanning
Literacy Information
In June 2018, nearly 50% of students in grade 1-3 require intensive Literacy support.
Personalized learning opportunities
We have a very diverse student population with a broad range of needs. We have students who are English Language Learners, students with complex special needs and disabilities, students living in poverty, students with significant social/emotional needs, students with significant academic needs and students who need both challenges and support to reach new potentials. We need to create learning opportunities and environments to meet the needs of all of our students.
Social Responsibility and Self-Regulation
We have many students who experience anxiety, difficulty with self-regulation, and ineffective social skills. We need to examine and understand the reasons behind the behaviors we are seeing so that we can adopt a school wide approach that will support all our students to become the best they can be.
Focusing
Literacy Information
Personalized Learning Opportunities
Social Responsibility and Self-Regulation
Focusing
Literacy Information
How might we improve the reading achievement of all of our students who are reading significantly below grade level in our school?
Personalized Learning Opportunities
How might we create learning opportunities and environments that meet the needs of each student?
Social Responsibility and Self-Regulation
How might we develop, implement and reinforce school wide models to promote and support a safe, caring and healthy environment for all members of our learning community?
Developing a Hunch
Literacy Projects
Personalized learning opportunities
Developing a Hunch
Literacy Projects
How will using intensive, small reading groups affect the reading achievement of those students who are not yet meeting expectations in reading?
What is the effect of the Reading Intervention Teacher program with our most at risk primary?
What other strategies can we use to continue improving Literacy skills for our students?
Personalized learning opportunities
What do we believe about providing personalized learning opportunities for each student?
What information do we need in order to be able to provide personalized learning opportunities for each student?
What are strategies and tools we can use to provide personalized learning opportunities for each student?
How do we know that providing personalized learning opportunities is helping each student to succeed?
Learning
Literacy Information
Learning
Literacy Information
Taking Action
Literacy skills
Personalizing learning
Social Responsibility and Self-Regulation
Taking Action
Literacy skills
In order to support the development of Literacy skills, we have diversified our programming to ensure that every child who is not fully meeting grade level expectations in reading is receiving direct reading instruction above and beyond what is provided in the regular classroom setting.
Reading Intervention Teacher program: Our Reading Intervention Teacher is specifically trained to use the Fountas & Pinnell Leveled Literacy Intervention program. Our RIT works with small groups of 2-3 students or with individual students for 30minutes each day in order to provide intensive support for literacy development. Parents are involved and committed to completing the daily at-home reading work with their children.
Literacy Intervention Support program: Our Literacy teacher is also trained to use the Fountas & Pinnell Leveled Literacy Intervention program. Our Literacy teacher works with small groups of students on a regular basis each week. The intervention emphasis for these students is time-on-text and daily practice as well as the development and reinforcement of a variety of literacy skills.
Reading Together: This program is delivered by trained volunteers. Students in this program work individually with a volunteer reading instructor. The intervention emphasis for these students is regular time-on-text and overall reinforcement of literacy skills.
Reading Intervention Project groups: Our teachers are engaged in training and the implementation of strategies to target the development of Literacy skills for their most at-risk students. We have approximately 50% of our teaching staff currently involved in project work specifically around reading intervention strategies.
Technology: Our school has invested in technology and apps to support the development and reinforcement of Literacy skills.
Buddy Reading: Our students work together in multi-age pairs to practice and reinforce literacy skills.
Additional community involvement: We have community groups, such as our Vernon Vipers hockey team members, who come into the school to read with individual students. Our community volunteers provide students with additional time-on-text and the opportunity to practice reading strategies.
Personalizing learning
Our staff is working on developing an understanding of options and strategies that can be utilized/implemented in order to provide personalized instruction and learning opportunities for each student.
Effective Practice Meetings: target teacher professional development
Weekly Collaboration Time: teachers work in Action Teams to collaborate, develop understanding, create/design strategies that can be implemented in order to support student learning.
Social Responsibility and Self-Regulation