School Plan

Checking is done regularly.

Silver Star staff become more knowledgeable  about how learners progress and develop expertise in coaching learners to move forward.  This calls for celebrations.  Students become more skilled in taking ownership for their learning and teachers develop a richer picture of what is going on for our learners.

Learner engagement and social emotional-learning, success in challenging academics – this is useful information.

Celebrating our Learning

Student  are encouraged to reflect on their growth and development. With the teacher and parents they set goals  and check on and celebrate their success.

Learning progressions is a powerful and self-regulated way of learning life.

Staff and students build a positive climate to support the social and emotional development and well-being of everyone at Silver Star.

Scanning involves inquiry and takes a wide perspective on learning. 

What is happening for all learners?

Here at Silverstar we weave indigenous ways of knowing, with strong evidence-informed practices and innovative approaches. We work to create powerful learning environment for ALL learners.

What is happening for learners in each of these​​ areas?

Our Aboriginal Support Worker, teachers and SBRT support our  Aboriginal students in many different ways.  As a team we are  working hard to ensure that these students are supported in the strategies that will keep them engaged and help then to take ownership of their learning.
We continue to increasing our aboriginal content throughout the grades.  We have guided reading books, as well as  Aboriginal guests working within all our classrooms.
Our Aboriginal support workers are involved with all our aboriginal students both in the classroom to support their academics and their social emotional well being.

Our Wolf Pack is  a strong group of people working towards making our community the best place it can be.

Wise ways

Developing a deeper understanding of and respect for Indigenous ways.

Grade 4 survey results for showing  learning in different ways.

Grade 7 survey results taking ownership or control of your learning.

Strong ways 

Quality focused feedback provides for clear direction for improvement.

Owning our learning

Physical well-being

Daily Physical activities- strong positive impact on learner emotions, attitudes and self-regulation.

Our young people as learners.

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.

Focusing is where we make decisions with a thorough understanding of the context and culture of our school.

This require a collection of information to clarify where energies need to be invested.

What does the data for our Primary Literacy learners tell us?

What does the FSA data for the last 3 years tell us about our Literacy and Numeracy learners? 

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.

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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The end of the year data which clearly indicates that there are students who are “Emerging or Developing” in reading in both primary and intermediate grades.

This year we have a District Reading Intervention teacher who is working with students on a daily basis to provide strategies in fluency and comprehension.

Our Discretionary Reading teacher  is working with small groups of primary grade students in reading to bring them up to grade level. The Principal, teacher, Resource teacher are all working four days a weeks with small groups of  students to help each student show growth in their reading.

Literacy

We have a Literacy teacher as well as some time with our District Literacy Intervention teacher.  They are in classrooms with our early primary teachers to support in Early Learning and Early Interventions as well as our SBRT who schedule themselves in classrooms.
Our Primary staff is working on a  projects to support each other within the grade levels to team teach lessons and collaborate to observe each other and work on new reading strategies.
Last year this was also supported through our 1 hour a month collaboration time on Monday mornings.
Some of our primary teachers are engaged in a district projects to develop interventions within their classroom to help improve reading at all levels in their classroom.

All staff at Silver Star are focusing on developing in students a sense of self-worth and personal initiative.

There  are many ways that teachers guide their students develop an appreciation of the fine arts and an understanding of cultural heritage.

We as a team utilize the Play is the Way to develop an understanding of the importance of physical health and well-being along with many other outdoor activities to develop a sense of healthy living and  social responsibility.

The Wolf back are learning to be more accepting and show respect for the ideas and beliefs of others.

At Silver Star we think critically and creatively.

Students learn about their strengths and challenges.  They have the opportunity to grow and develop at their own pace.

Our focus on improving students’ reading, using Benchmarks, data, Assessment for Learning practices as well as teacher observations guide conversations with students about where and how  teachers can guide and focus instruction.

We also invite guests into our classes to give students authentic learning experiences.

At Silver Star, we are adapting to strategies that will best fit the needs of students.

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 continue to  work in collaboration 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.

Our focus on a weekly and daily basis is helping our students learn self-regulation and problem solving skills.

Our counsellor is supporting by team teaching with teachers different programs that suit the needs of their students.

Assemblies each week are focused on how to solve problems and support each other. Also, this is a teaching time to learn and review the expectation to avoid conflicts.

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.

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.

​At Silver Star, we learn in different ways.

We experience out door learning and experiential learning.  We learn how to take care of the world we live in.

We are curious about the world.

Staff recognize that a school wide focus on behaviour and positive problem solving wi have an important impact on the culture of the school.  Our students’s abitly to apply skills in daily situations in and out of the classroom.

We have diverse experiences.

Staff continue to build a positive climate and support social and emotional development and well-being of our students.

Participating in “Orange Shirt Day”  as we make strides in healing and understanding how decisions from the past affect our interactions today.

​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.