Staff Resources
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Okanagan Landing Elementary is a K-7 school that is located in the outskirts of Vernon, B.C., overlooking beautiful Okanagan Lake. We currently have 16 Divisions. Our current student population is 321, with 42 students of Aboriginal Ancestry. Okanagan Landing Elementary has a moderate student transiency rate. On staff we have a Principal, Vice-Principal, 16 Classroom Divisions, 2 School Based Resource Teachers, two Performing Arts teachers, a Literacy Support Teacher, Writing support teacher, Teacher-Librarian, 8 Certified Educational Assistants, and an Aboriginal Support Worker. We have a total of 25 kindergarten students enrolled for the 2020/21 school year. In addition, we have a daily Strong Start Program at the school for pre-school aged children open to families around the community.
We are committed to our ‘School Belief System’ that focuses on Respect, Responsibility, and Safety. Our belief system is designed to provide clear expectations for student behaviour and to reward positive behaviour. Built in to our belief system is a process to deal with behaviour issues through self-reflection and restitution. We use the Zones of Regulation to help develop the ability to self-regulate in our students, and we use Bucket Filling to promote acts of kindness. The staff uses common language when teaching social responsibility, and we use WITS as our school wide problem solving model. In addition, during non-COVID times, our upper level students are involved in a variety of leadership activities through our school leadership program. This helps to develop positive, community-minded citizens.
The OKL staff are caring and hard working and strive to meet the academic needs of every student. They work hard to stay current in their instructional practice, and are focused on improving Literacy and Numeracy achievement at all levels. Our teachers use Project Based Learning to help develop curricular competencies with our students as well as technology to allow students to further engage in meaningful learning opportunities. The OKL staff uses Fresh Grade, an assessment e-portfolio, to improve communication about student learning with our parents. OKL students are friendly, involved in many school activities, and proud of their school. Our strong parent group (PAC)plays an active role in supporting the school through fundraising and building community spirit.
We all strive to raise the bar in student learning and social responsibility. Okanagan Landing School is a “School with Heart!”
School success is defined by our ability to develop a safe community of caring, capable, confident, learners.
Okanagan Landing is known for its ability to develop and maintain a positive school climate focused on success for all students. We are a school full of dedicated, passionate staff, that work tirelessly together to improve student achievement. Our staff are also committed to the social-emotional development of our students through the school wide use of the Zones of Regulation, WITS, and Bucket Filling. We have a community of happy, engaged learners.
Writing Intervention:
Spring 2020 writing evaluation indicated that 58% of students ( K-7) are Emerging or Developing in Writing (based on teacher assessments)
Early Intervention: 64% of K and gr. 1 students are Emerging or Developing in early literacy skills (based on mid-year phonological awareness and writing assessments)
*At all grade levels, except, gr. 7, Writing results are lower than Reading and Numeracy. Our current Reading intervention strategy is making a positive difference. This can now be maintained through existing strategies and personnel. Our new focus on Writing, with the goal of developing a school wide intervention strategy and plan, will continue to positively impact our Reading results also. A Writing Support Teacher will work with classroom teachers to assess all students and develop a plan to improve specific, targeted student writing skills.
Social Responsibility: Student success in our building is achieved when our students are safe, happy, healthy, engaged in meaningful learning activities and continuously improving in numeracy and literacy.
What do we need to do to ensure all of our students come to school feeling like OKL is a safe and supportive learning community?
Okanagan Landing Elementary is a K-7 school that is located in the outskirts of Vernon, B.C., overlooking beautiful Okanagan Lake. We currently have 16 Divisions. Our current student population is 321, with 42 students of Aboriginal Ancestry. Okanagan Landing Elementary has a moderate student transiency rate. On staff we have a Principal, Vice-Principal, 16 Classroom Divisions, 2 School Based Resource Teachers, two Performing Arts teachers, a Literacy Support Teacher, Writing support teacher, Teacher-Librarian, 8 Certified Educational Assistants, and an Aboriginal Support Worker. We have a total of 25 kindergarten students enrolled for the 2020/21 school year. In addition, we have a daily Strong Start Program at the school for pre-school aged children open to families around the community.
We are committed to our ‘School Belief System’ that focuses on Respect, Responsibility, and Safety. Our belief system is designed to provide clear expectations for student behaviour and to reward positive behaviour. Built in to our belief system is a process to deal with behaviour issues through self-reflection and restitution. We use the Zones of Regulation to help develop the ability to self-regulate in our students, and we use Bucket Filling to promote acts of kindness. The staff uses common language when teaching social responsibility, and we use WITS as our school wide problem solving model. In addition, during non-COVID times, our upper level students are involved in a variety of leadership activities through our school leadership program. This helps to develop positive, community-minded citizens.
The OKL staff are caring and hard working and strive to meet the academic needs of every student. They work hard to stay current in their instructional practice, and are focused on improving Literacy and Numeracy achievement at all levels. Our teachers use Project Based Learning to help develop curricular competencies with our students as well as technology to allow students to further engage in meaningful learning opportunities. The OKL staff uses Fresh Grade, an assessment e-portfolio, to improve communication about student learning with our parents. OKL students are friendly, involved in many school activities, and proud of their school. Our strong parent group (PAC)plays an active role in supporting the school through fundraising and building community spirit.
We all strive to raise the bar in student learning and social responsibility. Okanagan Landing School is a “School with Heart!”
School success is defined by our ability to develop a safe community of caring, capable, confident, learners.
Okanagan Landing is known for its ability to develop and maintain a positive school climate focused on success for all students. We are a school full of dedicated, passionate staff, that work tirelessly together to improve student achievement. Our staff are also committed to the social-emotional development of our students through the school wide use of the Zones of Regulation, WITS, and Bucket Filling. We have a community of happy, engaged learners.
Writing Intervention:
Spring 2020 writing evaluation indicated that 58% of students ( K-7) are Emerging or Developing in Writing (based on teacher assessments)
Early Intervention: 64% of K and gr. 1 students are Emerging or Developing in early literacy skills (based on mid-year phonological awareness and writing assessments)
*At all grade levels, except, gr. 7, Writing results are lower than Reading and Numeracy. Our current Reading intervention strategy is making a positive difference. This can now be maintained through existing strategies and personnel. Our new focus on Writing, with the goal of developing a school wide intervention strategy and plan, will continue to positively impact our Reading results also. A Writing Support Teacher will work with classroom teachers to assess all students and develop a plan to improve specific, targeted student writing skills.
Social Responsibility: Student success in our building is achieved when our students are safe, happy, healthy, engaged in meaningful learning activities and continuously improving in numeracy and literacy.
What do we need to do to ensure all of our students come to school feeling like OKL is a safe and supportive learning community?
Checking
Writing
Social Responsibility
Checking
Writing
*Schoolwide Writing results will be updated in June 2021.
FSA Results over 3 years:
Our Writing goal is new this year so we are not yet able to report on student progress in this area. However, all students have been assessed and individual goals have been set for each class, based on the results of the school wide writing assessment. Our writing teacher is working with teachers in all classes to develop and implement lessons to improve student writing. We look forward to re-assessing all students in the spring to see how their writing has progressed. You can see samples of your child’s writing on Freshgrade.
Social Responsibility
The initial Safe School Survey was completed in January and areas in need of focus were identified identified. This information was shared with all students, staff, and parents in January. In May the follow up survey was completed. Results were once again shared.
January/May Safe School Survey Results:
Students in grades 4 and 7 participated in the Ministry Student Learning Survey indicated the following.
Scanning
School Based Data
Ministry Data
Scanning
School Based Data
Writing Data
Social Responsibility Data
Ministry Data
BC Ministry of Education Student Learning Survey
Focusing
Writing
Social Responsibility
Focusing
Writing
All students who are able to will write at a level appropriate for their grade level.
Social Responsibility
All students will indicate that they feel safe at school.
Developing a Hunch
Writing
Social Responsibility
Developing a Hunch
Writing
o Writing Intervention: 58% of students ( K-7) are Not Yet Meeting or Emerging in Writing (based on teacher assessments)
o Early Intervention: 64% of K and gr. 1 students are NYM or EM in early literacy skills (based on mid-year phonological awareness and writing assessments)
o *At all grade levels, except, gr. 7, Writing results are lower than Reading and Numeracy. Our current Reading intervention strategy is making a positive difference. This can now be maintained through existing strategies and personnel. We feel that if we focus on Writing, with the goal of developing a schoolwide intervention strategy and plan, this will continue to impact our Reading results also. A designate teacher to work with classroom teachers to develop a plan and capacity will have the greatest impact on overall results.
Social Responsibility
Results of the Safe School Survey and Ministry Student Learning Survey will be shared with students, staff, and parents with the assumption being that students will choose to act in positive ways based on their knowledge of the results of the surveys and the resulting social responsibility strategies provided as a result of the data. The results will be used as a way to direct behaviour goals at the school which will be reinforced at assemblies and through daily announcements.
Learning
Staff will use some common resources; strategies
Learning
Staff will use some common resources; strategies
Taking Action
School Wide Writing Intervention
Social Responsibility Intervention
Taking Action
School Wide Writing Intervention
Writing:
Social Responsibility Intervention
Our focus is on connecting with all students based on their needs.
Common strategies will be implemented at all levels to address any student concerns identified on the Safe School Survey and Student Learning Survey. School wide strategies will be reviewed and updated as needed.
Specific groups of students will be provided with supports specific to their needs.
Social Responsibility
Increase supervision in areas identified in safe school survey
Proactive modelling of expected behaviours
Consistent and regular check-ins with students who indicated they do not feel safe on Safe School survey
Consistent and regular check-ins with students identified as making others feel unsafe on Safe School survey
“Body breaks” built into schedules (for individuals and whole class)
