We know our students, parents, volunteers and staff are all working hard to help our community achieve the highest levels of success.  Our PAC and Montessori Society are encouraged to provide feedback throughout the year. Our Leadership group will be encouraged to provide feedback on our school throughout the year.

​​Our Wolf Pack is  a strong group of people working towards making our community the best place it can be.  We are always working to continue on this mission, as we know that students who feel they belong and are valued are more successful in school and in life.

The 2017-2018 reading data indicates we have students in both primary and intermediate grades who are not yet meeting in reading. Our focus this year is to provide specific and targeted intervention in small groups with these students to bring these students up to grade level.

We are hoping to use our school website, twitter account, and newsletters as a place to share ideas about meeting diverse learning needs, self regulation, and our growing community of learners.

​We know that our students will have the greatest success when they believe they are an important part of our Wolf Pack.  We are developing new strategies to ensure our students know that there is an entire community that believes in them and what they are capable of accomplishing.

Students who are struggling in numeracy show a keen interest in improving their learning. Providing small group intervention several times a week will engage our students in the learning and acquire a better understanding of the math concepts.

Focusing on our most vulnerable readers through small group instruction will help to improve each student’s reading level with the goal of reaching grade level.
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We know that our whole team works hard to develop a strong sense of community.  Our Wolf Pack is the result of our whole teams effort.  As we have grown as a Wolf Pack, we have begun to recognize the differences within our community, and want to encourage those differences, while maintaining a clear sense of belonging.

Through assemblies and school activities we will be focusing on First People’s Principles and engaging our students in our aboriginal community. We will be working collaboratively with our Aboriginal Support Worker.

Our Staff is committed to “life-long learning”.  We have identified a variety of areas that we can grow in, and as a result, be better able to help our students.  This year, our staff is looking at learning more about social/emotional factors that impact our students, as well as increasing our knowledge about the “Work it Out” program.  The Work It Out program was designed by our staff, and helps create a common language for students to help regulate when they are having an issue.  We look forward to sharing our learning through our school website, twitter account, and newsletter.

As a school community we believe in a specific set of core beliefs and values. We follow these beliefs and values by focusing on our school matrix daily.

​Our staff is planning a variety of ways to learn about and introduce change to help improve our school.  We are using school based professional development days, collaboration meetings, and staff development meetings to help improve our instruction around self-regulation, meeting the diverse learning needs in our school, and ensuring we have a strong sense of community.

This year our grade 6/7 Leadership group is becoming an integral part of our school community and school spirit by engaging all students to give back to our community in a caring, compassionate and kind way.

We host three pancake breakfasts for our community throughout the year.

At the end of the 2017-2018 our staff collaboratively analyzed our year end data in numeracy. We decided to focus on those students who are ‘Not Yet Meeting’ in numeracy from Kindergarten to Grade 7. This year we have created a primary numeracy teacher who is working with small groups of students who are ‘Not Yet Meeting’. We believe that this form of intervention is critical to improving student learning and discovering if further intervention is needed to support individual students. Strategies include ‘First Steps in Math and Peter Lijedahl.

School Based Resource Teachers are working with intermediate students who are ‘Not Yet Meeting’ in numeracy.

As a staff, we decided to do a book study using “Number Talks (Whole Number Computation)” and “Number Talks (Fractions, Decimals, and Percentages). Staff is engaged in on going discussions during their Professional Learning Time and Staff Meetings. Teachers are discussing and implementing strategies in their classroom and determining what works and what doesn’t as well as analyzing assessment to determine student improvement at all academic levels. The district numeracy screeners are invaluable in this process.

​The end of the year data which includes report cards, screeners and performance standards clearly indicate that there are students who are “Not Yet Meeting” in reading in both primary and intermediate grades. This year we have a District Reading Intervention teacher who is working with grade one students on a daily basis to improve their reading. We have a Discretionary Reading teacher who is working with small groups of primary grade students who are “Not Yet Meeting” in reading to bring them up to grade level. The Principal, is working 2 1/2 hours four days a weeks with small groups of intermediate students who are “Not Yet Meeting” in reading to bring these students up to grade level.

Three primary teachers are engaged in a district pilot project to develop interventions within their classroom to help improve reading at all levels in their classroom.