Promoting and Supporting Teacher and Student Success in Literacy​ ​

Name of School:

Springbank Middle

Our school is considered:

middle

In five words or less, describe your prototype

collecting, sharing and using data

Insert an image that showcases your prototype.

How might we?:

 

support students in increasing their awareness of and sense of responsibility for their own literacy? 



Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.

At Springbank Middle School we are taking a renewed look at assessment, specifically related to our work on literacy, and how we are communicating student learning with parents.  A graduated roll out of using the RVS comprehension tools has already been implemented, with grades 5 and 6 leading the way in 2018-2019.  This year grade 7 and 8 teachers are embarking on the journey.  At each grade level all homeroom teachers meet along with Learning Support teachers and any non-home room teachers who have been assigned to the group. One common block of time has been built into each teacher’s schedule. This meeting to date has been to discuss process, progress and to give each other support. The larger group of staff strategically works together to provide time for student groupings based on reading strategies or smaller groupings allowing for creative and/or focussed learning.  Currently most grade groups work with students for five rotations of the six day schedule and meet as a team on the sixth. This is facilitated through administrators supplying the time to free up staff for that purpose. When teachers are equipped with more comprehensive assessment information about students’ literacy, we can better communicate with parents and engage them as partners in learning.

The next step in our learning journey will be implementing the use of digital binders for housing and sharing the data gleaned from the use of the RVS comprehension tool.  To that end ten iPads with Apple pencils have been ordered.  Once these arrive, staff will work with Jodi Moore to learn how to use these tools, use them for sharing data and meeting learning needs through having a shared understanding of each student’s progress from year to year. These shared digital binders can also be made available to literacy leads and learning support teachers.  Audio and video files can be uploaded to them, as well as shared with students for their portfolios. The digital binders will be an integral part of the collaborative response model providing a place and tool for consistent and cohesive sharing of data related to learning.

 

 

 

 


  • Comprehension assessment results for individual students.

  • Parent satisfaction with information they are receiving about their child's progress in literacy, focused on reading.

  • Access to books through the development of classroom libraries. 

             Student reading inventories (level of interest, reading stamina, frequency of self-selected reading, etc.)

  • Comprehension assessment results for individual students

  • PAT results

  • Staff feedback on effectiveness of collaborative planning, 

  • <font color="#4472c4" size="1">Results of a student survey and a staff survey on the focus on reading stamina and the utility of a dedicated 15 minute reading block scheduled into the day. (results available February 2020)