Post on 12-Aug-2020
** Non - Funded students only (Fee Paying)
*** Includes all students including those also registered at a regular school
An Inclusive Community That Ignites Lifelong Learning.
Welcome to Springwood Elementary! Springwood is now in year
3 since its opening in 2017, and it continues to be a steadily
growing school with 227 students (10 Divisions) in grades K-7
from the North end of Prince George. Within these past three
years, Springwood has become a welcoming, student centered,
close knit school community.
Springwood has 17 Teachers and 10 Support Staff. In addition, we
have a Y after school program. Our school is proud of our rich
Fine Arts Program for students in grades K-7, offered through
music, ukulele, recorder, band, and dance. In addition
Springwood students and staff get to utilize up to date technology
including laptops at students’ fingertips, smart panels in all
classrooms, 3D printer, iPads, Makey-makey kits, micro bits,
cameras, drone camera, condenser microphones, various robotic
items, and a green screen. All our classrooms are welcoming
environments that recognize the diverse needs of all students.
We are proud to be a part of the Hart Family of Schools, joining
together with our neighbouring schools for such events as Fine
Arts Night and the Together We Move Dance Program.
The staff at Springwood continue to grow and readjust our
Positive Behavior Intervention Support Program (PBIS) to meet
the changing need of our learners. A PBIS Program is a
“schoolwide system of supports that include proactive strategies
for defining, teaching, and supporting appropriate student
behaviours to create positive school environments”. As the
framework for this program, the staff and students at Springwood
determined back in 2017 a core set of values that are important
to all of us “SPARK” Safety, Perseverance, Accountability, Respect,
and Kindness. This year, we have further expanded this program
by merging it with the Core Competencies.
We look forward to another fun year filled with meaningful
learning and moving ahead with the goals outlined in the School
Plan for Student Success.
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School District No.57 (Prince George)
Springwood Data Summary: Literacy
Literacy (reading & writing), continues to be a focus of instruction at Springwood. In addition to classroom
based assessments, we also collect additional data as per SD 57 protocols. We analyze data from the following
to determine areas of strength and areas that need further growth.
Diagnostic Reading Assessment (DRA)
Foundation Skills Assessment (FSA)
Canadian Achievement Test (CAT)
Classroom based assessments
Assessments from Learning Team Grants
These listed assessments provide the information needed to inform instruction and plan accordingly for
student success. In addition, data from these assessments help identify trends and struggling learners as they
move through the grades.
Literacy- Reading
Assessment Measure/year
Grade level % of students at indicated Proficiency Levels
DRA (2017-2018) 2 46% (At or above level 18, beginning grade 2)
DRA (2018-2019) 2
FSA (2017-2018) 4 33% Emerging 52% On Track 14% Extending
FSA (2018-2019) 4 39% Emerging 43% On Track 17% Extending
FSA (2017-2018) 7 71% Emerging 29% On Track 0% Extending
FSA (2018-2019) 7 14% Emerging 86% On Track 0% Extending
CAT (2017-2018) 3 100% at stanine 4 (average) and above
CAT (2018-2019) 3 65% at stanine 4 (average) and above
CAT (2017-2018) 5 88% at stanine 4 (average) and above
CAT (2018-2019) 5 88% at stanine 4 (average) and above
CAT (2017-2018) 7 80% at stanine 4 (average) and above
CAT (2018-2019) 7 53% at stanine 4 (average) and above
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School District No.57 (Prince George)
For Springwood’s infancy year (2017-2018), the DRA data specifically indicated that 54% of our early learners
(Gr 2) did not come to Springwood with the reading readiness skills necessary for the grade 2 learning year.
This similar analysis was also mirrored with our grade 4 and 7 students in the same year. This data laid the
ground work for a number of our literacy goals which we hope will reflect improvement over the next 3 years.
We did see a significant improvement in reading with our grade 7 students moving from 2017-2018 to 2018-
2019 as shown in the FSA data. As a District, we collected CAT data for two years, these two years showed
majority of students at or above Stanine 4 (Average). We would like to see our overall reading data improve
and as a staff have determined the following by examining our data back in June 2019 during a data driven
dialogue.
We need to build our reading resources to acquire books that are a “good fit” for our readers
We need to focus on primary reading skills
We need to effectively utilize our ELL/Learning Assistant teachers for targeted reading interventions
Implementation of Primary Gr 2 Learning Team Grant focusing on how to balance assessment,
curriculum, and play frameworks that are curricular driven (in literacy & numeracy)
Literacy- Writing
Assessment Measure/year
Grade level % of students at indicated Proficiency Levels
DRA (2017-2018) 2 46% (At or above level 18, beginning grade 2)
DRA (2019-2019) 2
FSA (2017-2018) 4 73% Emerging 33% On Track 0% Extending
FSA (2018-2019) 4 39% Emerging 61% On Track 0% Extending
FSA (2017-2018) 7 67% Emerging 33% On Track 0% Extending
FSA (2018-2019) 7 14% Emerging 76% On Track 10% Extending
CAT (2017-2018) 3 67% at stanine 4 (average) and above 60% at stanine 4 (average) and above
CAT (2017-2018) 5 88% at stanine 4 (average) and above 82% at stanine 4 (average) and above
CAT (2017-2018) 7 60% at stanine 4 (average) and above 84% at stanine 4 (average) and above
Our writing data over the past two years has shown some fluctuation in results through the FSA’s, but of note
is the improvement in the % of students who are ‘extending’ with their writing abilities and ‘on track’ in both
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School District No.57 (Prince George)
grades 4 and 7 in 2018-2019. Looking at the above listed data and classroom assessments using the BC
Performance Standards, through data driven dialogue in June 2019 the staff at Springwood have determined
the following.
We need to continue to look at grade 4 writing to improve emerging writers
We are continuing with year 2 of our Primary Learning team Grant that focuses on writing
development Gr K-2 using the resource “The Writing Strategies Book” by Jennifer Serravallo and the
BC Performance Standards for assessment
Springwood Data Summary: Numeracy
Numeracy
Assessment Measure/year
Grade level % of students at indicated Proficiency Levels
FSA (2017-2018) 4 52% Emerging 48% On Track 0% Extending
FSA (2018-2019) 4 52% Emerging 48% On Track 0% Extending
FSA (2017-2018) 7 71% Emerging 48% On Track 0% Extending
FSA (2018-2019) 7 24% Emerging 71% On Track 5% Extending
CAT (2017-2018) 3 Mathematics: 80% at stanine 4 (average) and above Computation & Estimation: 60% at stanine 4 (average) and above
CAT (2018-2019) 3 Mathematics: 70% at stanine 4 (average) and above Computation & Estimation: 60% at stanine 4 (average) and above
CAT (2017-2018) 5 Mathematics: 88% at stanine 4 (average) and above Computation & Estimation: 81% at stanine 4 (average) and above
CAT (2018-2019) 5 Mathematics: 76% at stanine 4 (average) and above Computation & Estimation: 100% at stanine 4 (average) and above
CAT (2017-2018) 7 Mathematics: 80% at stanine 4 (average) and above Computation & Estimation: 60% at stanine 4 (average) and above
CAT (2018-2019) 7 Mathematics: 80% at stanine 4 (average) and above Computation & Estimation: 60% at stanine 4 (average) and above
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School District No.57 (Prince George)
Numeracy data indicates that we have room for growth and that we need to remain focused on ensuring
students have a solid learning foundation of basic math skills. Through data driven dialogue in June 2019 the
staff at Springwood have determined the following.
We need to build our math resources with Carole Fullerton Resources that focus on number sense and
strategies (these were purchased in Sept 2019)
We would like to inquire about additional Numeracy assessments available for K-7
Aboriginal Student Learning
Aboriginal student graduation rates continues to rise. The SD57 Aboriginal Student Six-Year Graduation Rate
increased from 57.3% in 2016/17 to 65.8% in 2017/18, representing a one-year percentage point increase of 8.5.
Although we are proud of this success, the gap between our Aboriginal learners and our Non Aboriginal learners as
outlined in the How Are We Doing Report continues to exist on the FSA Grades 4 & 7, and provincial data measures
for Courses Leading to Graduation. The Framework for Enhancing Student Learning goals for Aboriginal Education
were developed following 40 consultation meetings with the community.
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School District No.57 (Prince George)
Skills, Trades and Careers
Our Skills, Trades and Careers data indicates we are making strides towards “providing opportunities and
experiences for all students in School District No 57 to develop Career Pathways that align with their skills,
knowledge, values, and dispositions”.
The provincial data on the Six Year Completion Rates, as well as the FSA show a flat-line trend. Our Six Year
Completion Rates fall below the provincial average by 10%. To this end, as we collect more information about our
students, we continue to develop strategies to support our learners in reaching their academic potential.
Alignment of Professional Development with the Strategic Plan goals and structuring school
effectiveness planning within the Effective Schools Model
Professional learning about My Blueprint and All about Me tools
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School District No.57 (Prince George)
School Plan for Student Learning
2017-2021
Critical thinking, creativity, problem solving and growth mindset are considered
central to academic, social and emotional learning All students will master fundamental academic skills to their individual
potential, including literacy, numeracy and knowledge of the sciences.
All students will master multiple literacies, including: artistic, cultural,
environmental, financial, linguistic, physical, social/emotional and
technological.
All students will master healthy social and emotional competencies to their
individual potential, including self-awareness, resilience, motivation and
adaptability.
All students will seek to achieve physical, emotional and social wellbeing and
be prepared to participate fully as an educated local and global citizens
Support a community of parents, guardians, families, community
organizations and community leaders who are broadly and
meaningfully engaged in students’ learning.
Increase the overall academic, literacy, numeracy, transitions and
overall graduation rates of Aboriginal students
Increase the knowledge and skills of environmental stewardship and
Traditional Environmental Knowledge for all students and educators
Increase Aboriginal Ways of Knowing to support learning for all
students, educators, administrators and staff
Increase a sense of belonging, cultural safety and identity for
Aboriginal students
Provide opportunities and experiences for all students to develop
Career Pathways that align with their skills, knowledge, values, and
dispositions
To provide a learner focused, responsive and flexible education for
all students
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School District No.57 (Prince George)
ALL STUDENTS WILL MASTER FUNDAMENTAL ACADEMIC SKILLS TO THEIR INDIVIDUAL
POTENTIAL, INCLUDING LITERACY, NUMERACY AND KNOWLEDGE OF THE SCIENCES.
ALL STUDENTS WILL MASTER MULTIPLE LITERACIES, INCLUDING: ARTISTIC, CULTURAL,
ENVIRONMENTAL, FINANCIAL, LINGUISTIC, PHYSICAL, SOCIAL/EMOTIONAL AND
TECHNOLOGICAL.
School Specific Goals Springwood student achievement will meet average provincial achievement levels in all BC
Education assessments in Literacy and Numeracy
Student achievement on selected District-wide longitudinal benchmark assessments will meet grade level or IEP expectations
ALL STUDENTS WILL MASTER HEALTHY SOCIAL AND EMOTIONAL COMPETENCIES TO THEIR
INDIVIDUAL POTENTIAL, INCLUDING SELF-AWARENESS, RESILIENCE, MOTIVATION AND
ADAPTABILITY.
ALL STUDENTS WILL SEEK TO ACHIEVE PHYSICAL, EMOTIONAL AND SOCIAL WELLBEING
AND BE PREPARED TO PARTICIPATE FULLY AS AN EDUCATED LOCAL AND GLOBAL CITIZENS
School Specific Goals Students will choose and display behaviours that demonstrate respect for self, others and the
environment
Students will make healthy personal and social choices
Students will follow expected behaviours outlined in our Positive Behaviour Intervention Support (PBIS) model and Matrix. Students will follow SPARK expectations; Safety, Perseverance, Accountability, Respect, and Kindness
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School District No.57 (Prince George)
SUPPORT A COMMUNITY OF PARENTS, GUARDIANS, FAMILIES, COMMUNITY ORGANIZATIONS
AND COMMUNITY LEADERS WHO ARE BROADLY AND MEANINGFULLY ENGAGED IN
STUDENTS’ LEARNING.
School Specific Goals All Springwood students will be provided opportunities to engage as learners and leaders inside
and outside of the classroom setting
All Springwood parents/guardians will be invited to be active partners in their children’s learning
INCREASE THE OVERALL ACADEMIC, LITERACY, NUMERACY, TRANSITIONS AND OVERALL
GRADUATION RATES OF ABORIGINAL STUDENTS
INCREASE THE KNOWLEDGE AND SKILLS OF ENVIRONMENTAL STEWARDSHIP AND
TRADITIONAL ENVIRONMENTAL KNOWLEDGE FOR ALL STUDENTS AND EDUCATORS
INCREASE ABORIGINAL WAYS OF KNOWING TO SUPPORT LEARNING FOR ALL STUDENTS,
EDUCATORS, ADMINISTRATORS AND STAFF
INCREASE A SENSE OF BELONGING, CULTURAL SAFETY AND IDENTITY FOR
ABORIGINAL STUDENTS
School Specific Goals Ensure classrooms and school are equipped with resources that embed local Aboriginal language,
culture, and traditional Aboriginal ways of knowing
Introduce and learn about the 7 Sacred Teachings and how they have a place in daily life
Increase awareness of all cultures at Springwood
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School District No.57 (Prince George)
PROVIDE OPPORTUNITIES AND EXPERIENCES FOR ALL STUDENTS TO DEVELOP CAREER
PATHWAYS THAT ALIGN WITH THEIR SKILLS, KNOWLEDGE, VALUES, AND DISPOSITIONS
School Specific Goals
Students in grades K-7 can identify personal attributes, interests, and accomplishments that link to the Trades
Students will know of jobs available in the local community.
TO PROVIDE A LEARNER FOCUSED, RESPONSIVE AND FLEXIBLE EDUCATION FOR ALL
STUDENTS.
School Specific Goals Student Support Services will provide teachers with ongoing access to professional learning for
inclusive and specialized instructional strategies for students in need of specialized supports and services.
Student Support Services will anticipate, value, and support diversity and learner differences
Student Support Services will provide ongoing opportunities to all school staff to support inclusive education values and practices
Summary
This School Plan for Student Success is a reflection of current our students’ current needs. We look
forward to reflecting on our work and how it impacts student learning, and adjusting to the ever
changing needs of our learners. We are committed to our shared vision, “An inclusive community
that ignites lifelong learning”, and the continued building of an awesome Springwood community.