Wolf Creek 2015-2016 Education Planning

& Reporting Template for School Leaders

ACE Plan: Action Collaboration - Evidence

Lacombe Outreach School

Section 1: Introduction
Lacombe Outreach School

Lacombe Demographics
Lacombe Outreach School is located in the core of Lacombe Alberta. Our
building is owned by the Lacombe Pentecostal Church and is maintained by
Wolf Creek Public Schools. From school funds, rent is paid to the Lacombe
Pentecostal Church Board annually.
The 2014 census indicates that Lacombe has a population of 12,728 persons. It was reported that
youth under 17 years of age is 2848 persons.
Six percent of the over 17 years old group indicated that they were students.
The annual growth rate of Lacombe is 3%, based on 1967 to 2014 data.
New subdivisions are being populated quickly, as there is a slow, but steady movement from the core
of the town.

MISSION and VISION

To make a differenceMISSION
in the educational lives of
To make a difference in the educational lives of learners
ensuring success for all in
a safe, caring, and
learners by encouragTing
success
for all in a safe,
educationally stimulating excellent
learning environment.
caring, and educationally
stimulating excellent
VISION
Through the process of Excellent Learning Environments and a
Collaborative Response Model embedded in a climate
of respect, acceptance and encouragement,
individuals achieve their personal
and academic best.
They achieve success!

We VALUE:
education for all.
school being a safe place to learn.
that all individuals have unlimited potential.
that respect must be the foundation of all relationships.
the fact that students need teachers --------not more friends.
that failure can be a positive learning tool - but excuses and
laziness are not acceptable.
the belief that rules are not needed --- expectations are
paramount.
our belief that second chances are not enough.

SO . Who is LOS?
Lacombe Outreach School had a population of 618 students and 15 staff members in the 2014-2015
school year.
Our student population was comprised of :
Senior High

578 students

Professional Staff

Grade 12

274 students

10 teachers (9.5 FTE)

Grade 11

151 students

Grade 10

153 students

2 Admin Assistants

Junior High

40 students

1 School Social Worker (0.8 FTE)

Grade 7

8 students

2 Educational Assistants (1.6 FTE)

Grade 8

17 students

Grade 9

15 Students

Support Staff

Of our 578 students 48 students were dual students with ESLCHS, EJHS, AlixHS, BS, and RJSH and
9 students from the Edmonton area schools.

LOS Program Highlights and Celebrations

Lacombe Outreach School staff members pride themselves on how we, as a
unified staff, work with students to take them where they are - to where they
want to be academically, socially and emotionally. This is accomplished by
forming strong relationships with students in a safe environment.
We celebrate our:

breakfast and lunch programs

donations from stakeholders and the community
programs such as first aide, foods, photography, service tickets (h2s etc.),
and art
outdoor education program - hiking/skiing
individualized academic programming
work experience and special projects
contd

Highlights and Celebrations contd

classroom pod organization

Junior High program
Grade 10 transition program
fundraising by our students for
SPCA

Womens Shelter

FCSS

Food Bank

teacher developed modules for student learning

relationships with parents and the community
staff presentations to the community
involvement with interagency
partnership with A&D Tutoring in Edmonton

Learning Pods

LOS at Work
GRADUATION 2015

Students

Work independently

Building community
relationships

Small groups

Field trips and options

Field trip - Corn Maze

Cake Decorating

Healthy
Schools
Healthy
Schools

Division and School Plan 2014-2015

All Wolf Creek schools will implement a Collaborative Response Model (CRM) to improve student
achievement and create Success for All Learners.

In 2014-2015 Lacombe Outreach School staff focused on literacy and numeracy.

We partnered with ADLC in an attempt to introduce Successmaker- a program that was used with our struggling
literacy and numeracy students. We had a lot of difficulty with implementing this program since our technology
was not compatible with ADLC. We purchased 6 laptops designed for Successmaker, however, this was not
enough technology to serve the entire population of students dealing with literacy and numeracy issues.
We attended the READ 180 PD in May and will initiate this program in 2015-2016.
The Collaborative Response Model (CRM) impacted our professional discussions regarding students. When
the program was working well we seemed to be able to collect data. However, lost data and data collection
issues became frustrating and the staff continued to collect data in DocuShare.
STAR data allowed the first real glimpse into how our students were doing with literacy and numeracy. We
found that approximately 30% of our students were reading far below grade level and that they needed intensive
intervention with their literacy.
Using the WCPS ELE Model as a guiding model for Literacy, Numeracy, CRM, POI, and various educational
assessments (STAR, WIAT etc.) as a basis for intervention allow the LOS staff to focus on a number of students
to ensure they were not falling through the cracks. Staff implemented - with major support from the EA strategies that allowed the students to be successful in obtaining 100% of the credits they attempted in the 2014
- 2015 school year.

Section 2: How We Did Last Year Critical Evidence

The following is the basis of our critical evidence:
Accountability Pillar Summary
ELE data collected
Diploma Results
Provincial Achievement Results
Number of Graduates
Attendance
CUEs that were generated by students at LOS
Satisfaction Survey Results - 25 randomly selected
parents and students

Accountability Pillar

Section 2: Accountability data analysis

Analyzing the data from the Accountability Pillar data and initiating conversations with our
staff, we found that our PAT and Diploma Exam data has been improving but we still
need to attend to these areas. Realizing an Outreach School makes the best efforts to
engage students and have them be successful does not always equate to significant
increases in the data.
Students were given the codes and asked to complete the surveys - no students seemed
to comply as the data shows. We will initiate a specific time and place with staff
supervision to complete the surveys in 2015-2016.
The diploma participation rate, although low, improves slightly each year. As students
are staying enrolled at the school for longer periods of time, they seem to be more
confident with their own academic skills. We believe that the change in the weightings of
diploma exams will also increase student participation rate.

Section 2: ELE data

In 2014-2015 the staff at the Lacombe Outreach School continued to
develop their working understanding of the 12 components of the ELE
Model focusing and integrating these into the Pre-planning and
Backwards Design framework.
100% of the staff developed at least one of their units of study using the
Backward Design framework. 100% of the staff developed three units
using this framework.
Teachers at the school completed three T-Charts

All teachers completed three units, two of which were backwards design. Units focused
on the ELE model.
All staff worked collaboratively with a Diamond Member to ensure that all aspects of the
ELE model were included.
Professional Development included backwards design guidance and exemplars by
Diamond Team.

Overview of Division Goals 2014-2015

1.

2.

3.

Continuation of CRM Process on Aligned Calendar Fridays

i. CRM Software- Full implementation for all CRM Teams and
reflective of ALL students, with appropriate links to the APP/IPP
documents for very diverse students.
Continuation of Literacy Focus for K-12
i. STAR Benchmarking (twice a year)
ii. Cross-Curricular Competencies (Inspiring Education)
Refinement of intervention processes and strategies
i. School-Based Pyramids of Intervention-reflection/revision
ii. Intervention Teams-full implementation
iii. Impact Assessment - ongoing utilization
iv. Read 180 (Div III & IV) optional implementation/utilization

Pyramid of Intervention-Collaborative Response

The LOS POI ensured
TIER 4
student learning
INTENSIVE INTERVENTIONS for Specific At Risk LOS Students
Specific Skills Acquisition, Coordinated Service Plan,Supervised Small Group
was being
Daily Monitoring by Staff Members, Intensive staff Involvement, Staff PD where Required
addressed
effectively
TIER 3
and efficiently.
SPECIALIZED INTERVENTIONS for Specific LOS Students
Adaptive Program Plan Individualized Program Plan Individual EA Support Assistive Technology Staff
Specific PD
Strategically Targeted EA Support
Focus Essential Outcomes
Monitor Emotions
Functional Behavioral Assessment School Social Worker
Behavioral Plan
Significant Modification
Development of Literacy and Numeracy Skills (CO Involvement)

TIER 2
TARGETED INTERVENTIONS for all LOS Students
Adaptive Program Plan Assistive Technology Formalized Systematic Processes Frequent Monitoring
Adaptive Assessments Consistent Structures Targeted EA Support
Use of Academic Teams
Additional Time
Attendance Plan
Module Completion Plan
Additional Testing
Physical Screening
School Social Worker Contracting with Student
Reader/Scribes
Monitor ProgressDaily Staff Mentor Learning Strategies Modification within Program of Studies
Increase in School Home Communication

TIER 1
UNIVERSAL INTERVENTIONS for all LOS Students
Authentic Assessment
High Yield Strategies
Excellent Learning Environments
Instructional Coaching
Differentiated Instruction
School Social Worker
Access to Assistive Technology
Flexible Groupings
Communication with ParentsHigh Expectations
Module Completion Monitoring
Post Cards Home
1 on 1 with Staff Members Instructional, Technology and Inclusive Coaching

Scaffolding
Staff Communication
Attendance Monitoring
STARS Assessment

Diploma Exams - Final Marks Comparison 2015 Averages

The 2014-2015 was the second year
that our students used Quest A+. We
allow students to take the courses that
they want to provided they have passed
(50% mark) in the prerequisite course.
Results from LOS are comparable to
WCPS and the Province in English and
Social Studies, however, science and
mathematics courses, in general, have
been lower. In 2015, 100%of students
at LOS achieved the acceptable
standard with blended marks except in
Math 30-2. The staff believes that with
our literacy and numeracy initiatives
Math 30-2 will improve. School based
student modules are being aligned with
ELEs ensure learning goals are clear
and concise. We have also increased
staff to deal with the number of
math/science courses that need to be
realigned.

LOS and Province - Acceptable Standard

2014-2015

Provincial Achievement Test Comparison 2015

Students and staff continue to
produce exceptional results at the
Grade 9 level of achievement. The
additional of teaching staff in the
junior high has been beneficial in
the areas of Language Arts and
Social Studies, and Math and
Science continues to be strong.
Consistency of staff, the
relationships formed, and individual
student learning programs lends to
the level of achievement attained.

PAT Acceptable/Excellence Standards 2010-2015

The junior high PAT data
shows that the level of
excellence students are
achieving increase each year.
The addition of a teacher to
the program may have had a
direct effect on this data. A
change in the philosophy of
administration to have
students write the PAT
regardless of their learning
difficulty is indicative of not all
students achieving the
acceptable level. In 2013 only
those students that did not
have IPPs wrote the exam.

Section 2: Number of Graduates

The number of graduates at

Lacombe Outreach School has
continued to increase since 2005.
Stakeholders are becoming more
comfortable with Lacombe
Outreach School being a viable
educational option to a traditional
school to complete their
education.

Section 2: CEU Generation

Students have been

completing more CEUs each
year which is directly linked to
the funds available to run
programs at the Lacombe
Outreach School. Attendance
is also directly linked to
completion of courses, and
hence generation of CEUs.

Section 2: Satisfaction
Parents and students report that they are 100% satisfied with the programs and education that Lacombe
Outreach School offers.
The one area that parents reported they would like to see changed is mandatory Friday attendance for the
junior high students. Parents reported that they would like to see it go back to optional attendance. In the
2015-2016 school year, attendance is mandatory for all junior high students every Friday that Lacombe
Outreach is in operation for students that require one on one help to be successful.
In a phone survey (25 parents randomly contacted) to discuss calendar and 9 for 10 timetable, all parents
were in support of the 9 for 10 and the 2015-2016 calendar.
Stakeholders that visit the school indicate that our atmosphere is extremely welcoming and they comment on
the friendliness and respect that is evident in our building.

Comment from parent I just wanted to say thank you for being so good to my son. It has been a
tough road for him and you guys have been wonderful to him and for him and we both appreciate it.
Thank you, those words seem so inadequate but I hope you know you have made a difference for him
and for us as a family. 2015

Trends
The following are trends that we have been experiencing and seeing:

increased completion of courses by students

increased number of graduates enrolling to upgrade
creation of teacher developed units of study
access to RAP, Green Certificate Program increasing
Work Experience opportunities on the increase
Outreach program able to meet 21st Century student skills easier than traditional
schools due to the lack of boundaries and limits that define a traditional program
positive attitude from community
partnerships with neighbours
increased number of students graduating
strong respectful relationships

Challenges

rental costs increasing and building upgrades

increased student learning facilitation requires more staff
more students and parents accessing alternate programs
ensuring all students needs are met
substance abuse problems the effect on learning have become more pronounced as drugs
become more potent
number of dysfunctional families increasing
number of children with various disorders unable to function in traditional schools increasing
implementation of all the WCPS initiatives (technology, inclusive education etc)
ensuring students take ownership of their education educational attitude
ensuring that we are regarded, by our stakeholders, as a viable and effective school
having parent involvement in satisfaction surveys
community involvement
continue to increase the number of graduates from Lacombe Outreach School
ensure we are prepared to educate 21st century learners

Section 3: Divisional Plan 2015-2016

Area 1: Continuation of CRM Process on Aligned Calendar Fridays
CRM Software- Full implementation for all CRM Teams
Area 2: Continuation of Literacy Focus for K-12
STAR Benchmarking (twice)
Area 3: Refinement of intervention processes and strategies
School-Based Pyramids of Intervention-reflection/revision
Intervention Teams-full implementation
Impact Assessment - ongoing utilization
Read 180 (Div III & IV) optional implementation/utilization

Goal #1: Continuation of CRM Process on Designated

Aligned Calendar Fridays
CRM Software- Full implementation for all CRM Teams

Staff at LOS will hold regular meetings on the following dates to ensure collaborative teams are
addressing student needs:
September 11, October 2, November 20, January 22, February 16,
March 4, April 8, May 6, June 3

The PLTs at LOS include teaching staff, educational assistant, learning and inclusion coaches
and the SSW.
The inclusion and learning coach will ensure professional development is provided to staff. SSW
will provide input to ensure all student needs are being addressed.
All staff at LOS are expected to Chair meetings to ensure capacity building is addressed.
The staff at LOS will be able to address at least 65% of the students that are identified as
needing some form of intervention.

Goal #1: Continuation of CRM Process on Designated

Aligned Calendar Fridays
Strategies

Data Collection/Whos
Responsible

Timeline for
Implementation

Ensure all teachers and support staff

who are scheduled on aligned day
Fridays fully participate in the CRM
discussions/process.

The staff member that is assigned to

data recording for a particular meeting

Throughout 2015-2016
school year

Ensure the CRM software is being

used to record information about the
commitments each PLT makes in
response to identified student needs.

The Chair for the CRM at the meeting

Throughout 2015-2016
school year

Goal #1: Continuation of CRM Process on Designated

Aligned Calendar Fridays
Strategies
Consult CRM data to inform decisions
around appropriate student
programming needs and highly
effective intervention strategies.

Data Collection/Whos
Responsible
Inclusion Coach with all staff

Timeline for
Implementation
Throughout 2015-2016
school year

Goal #2: Continued Literacy Focus K-12

Tight District Expectations

In alignment with the WCPS six-year district vision, literacy and the following three draft competencies will
be a tight focus throughout the 2015-2016 school year. Deepening our understanding of the many forms of
literacy, as well as early exploration around three core competencies will be part of the tight focus for 20152016 as we build capacity within our staff.

Three Core Competencies

(Item H) Demonstrate good communication skills and the ability to work cooperatively with others.

(Item E) Innovate & Creativity -the ability to create, generate and apply new ideas and/or concepts

(Item B) Think Critically--conceptualize, apply, analyze, synthesize and evaluate to construct knowledge.

All schools will work towards an understanding that there are many forms of literacy (ie. numeracy, socialemotional, physical literacies). This expanded understanding and definition of literacy will also be a focus for
the 2015-2016 school year.
...more next page

Goal #2: Continued Literacy Focus K-12

Tight District Expectations (continued)

All schools will develop a school literacy plan in consultation with their diamond team. This plan will guide
the focus around literacy development and utilize many strategies. An exemplar of this plan and a template
will be provided. During the ACE Plan visit this literacy plan will be reviewed.

All schools will administer the STAR Literacy screening software to ALL students at a minimum of two times
per year. Schools will be able to administer this more frequently if they so choose.

STAR data will be reviewed by all PLTs to inform instructional practices and/or determine diagnostic
assessments (e.g. F&P) as well as intervention supports.

The CRM process and Diamond Team meetings will guide the planning and intervention supports necessary
for both staff development and student growth as data from various instruments will be contemplated.

Goal #2: Continued Literacy Focus K-12

Strategies

Data Collection/Whos
Responsible

Timeline for
Implementation

Administer the STAR literacy screen to

students.

Learning coach will support staff at LOS

to ensure data collection

October 2015, February

2016, May 2016

Review and reflect on STAR data to

flag students for conversations in the
PLT meetings.

The LOS Staff

November 2015 PLT,

March 2016 PLT, and
June 2016

Implement additional assessment

tools and staff PD as necessary to
determine student areas of need.

Coaches (Learning, Inclusive, SSW)

along with staff at LOS

Throughout 2015-2016
school year

Provide needed interventions such as

leveled literacy, ELL, Read 180 at Tier 1
and 2. Refer needs at Tier 3 & 4 to Inclusion
Learning Services for support.

Junior High English teacher (Devon

Bryce), Senior High English teacher
(Shelley Leslie), Inclusive class teacher
(Tamara Whatmore), Learning coach,
andLOS staff as required.

Throughout 2015-2016
school year

Goal #2: Continued Literacy Focus K-12

Strategies

Data Collection/Whos
Responsible

Timeline for
Implementation

Staff participation in understanding ELL

benchmarking that informs instruction.

Learning and Inclusive coaches. All

staff as required to complete
benchmarking

November 2015

Staff participation in understanding Fountas

and Pinnell Training and Implementation.

Inclusive Coach

Throughout 2015-2016
school year

Staff development around High School

ReDesign measures that supports the
development of literacy in flexible learning
environments.

All LOS staff, Learning and Inclusive

Coaches

Throughout 2015-2016
school year

Participation in READ 180

READ 180 school coordinator

Throughout 2015-2016
school year

Goal #3: Student Intervention Support

All schools will establish and utilize a comprehensive pyramid of intervention model that reflects the
FOUR tiers of intervention available in their school and in the district.
NOTE - we recognize building a collaborative, robust and responsive pyramid of intervention will
take time to coordinate, seek input opportunities and evolve. This will be a work in progress.
Each school will develop a pyramid that outlines their interventions.
The interventions should be explained and indicate: how they are used, duration of intervention
and process to determine if the intervention is effective or impactful.
This model will form the basis to categorize/classify students using the CRM software tool.

Targeted intervention support processes and structures should be formally outlined in the school
timetable and communicated to staff, students and parents. The purpose and expected
outcomes of these interventions should be clearly understood.

Area Three: Pyramids of Intervention (contd)

The Divisional Growth Goal What do I need to focus on?
1. Establish and regularly utilize Pyramids of Intervention to support all students.
Divisional Strategies:
1.
2.
3.

Implement a comprehensive pyramid of intervention model to classify/categorize highly effective

strategies for targeted students.
Consult Impact Assessment Data to inform decisions around appropriate student programming
needs and highly effective strategies.
Provide timely and appropriate strategies to students to address identified learning needs.

Area Three: Pyramids of Intervention (contd)

Strategies

Data Collection/Whos
Responsible

Timeline for
Implementation

Implement a comprehensive pyramid

of intervention model to
classify/categorize highly effective
strategies for targeted students.

Initial reconstruction of our POI to

include an interactive component will be
the responsibility of the Inclusion coach.
LOS Staff is required to add to the POI
as strategies are needed.

November 2015 June 2016

Consult Impact Assessment Data to

inform decisions around appropriate
student programming needs and seek
out highly effective strategies.

Inclusive coach
LOS Staff

Throughout 2015-2016
school year

Area Three: Pyramids of Intervention (contd)

Strategies

Data Collection/Whos
Responsible

Provide timely and appropriate

strategies to students to address
identified learning needs with
appropriate intensity and duration
outlined for the intervention.

Inclusive and Learning coaches, SSW,

and administration

Review the impact and effectiveness

on the student interventions provided
using appropriate data sources.

Inclusive and Learning coaches, SSW,

and administration

Secondary - entire LOS staff

Secondary - entire LOS staff

Timeline for
Implementation
Throughout 2015-2016
school year

Section 4: School-Based Initiatives

To ensure all members of the Lacombe
Outreach School incorporate health and
wellness as a priority.
Goals:
1.
2.
3.
4.

To engage in activities that promotes wellness amongst staff students and the community.
Regularly focus on effective physical, social, and healthy eating programs.
Continue to support the breakfast and lunch program, the physical education program and
emotional wellness.
Continue to improve on skills that promote health and wellness (communication, celebrations,
acknowledgement).

School-Based Initiatives
Strategies

Data Collection/Whos
Responsible

Timeline for
Implementation

Health Initiative

Health Team at LOS

September 2015 - June

2016

Attend the HAAS conference and the Health

and Wellness conference.

Health Team at LOS

October, 2015

To maintain open communication with

Alberta Health Services, mental health and
the school resource officer.

Health coordinators, SRO and SSW

Through the 2015 - 2016

school year

School-Based Initiatives contd

To form a leadership group that promotes
health and wellness in the school.

Health coordinators

October 2015

Promote community presentations; provide a

venue for the presentations.

Health coordinators and SSW

Through the 2015 - 2016

school year

Utilize the skills of the SSW to ensure groups

that address mental wellness (coping with
anxiety, stress, depression, social
relationships, and communication groups).

SSW

Through the 2015 - 2016

school year

All individuals that enter the school will be

greeted with a welcoming attitude.

Main Reception (Deanna Woodworth)

and the entire LOS staff

Through the 2015 - 2016

school year

Measures of Success
1. STAR data, as one tool, will be analyzed (teacher level, school level,
divisional level) to inform our understanding of student growth in numeracy and
literacy. Teacher and school data will only be used for growth analysis inside
the school division.
2. Provide evidence that the CRM software has been utilized and the teacher
has designed effective interventions and strategies to address student learning
needs.
3. The schools Pyramid of Intervention is accessed and updated appropriately
when determining strategies within each level of support for students.
4. Each PLT will provide evidence regarding the overall effectiveness of team
and individual contributions.

Other Implementation Considerations:

Communication Plan - Parents and Community

An overview of the CRM process and what staff will be doing on the 16 aligned calendar pd days
will be communicated to students, parents, School Council and the community through the LOS
website, twitter, facebook and random phone calls made to stakeholders.
Reporting and Data Recording
Staff will ensure all sensitive communication (behavior plans etc) regarding students discussed
in relation to CRM, POI, and STARS, will be recorded in docuShare.

ELE Focus
Even though Lacombe
Outreach Staff ensures that
all areas of the ELEs are
addressed in the educational
program offered, the 2015 2016 focus of Lacombe
Outreach School will be on
additional supports and
pyramids of intervention,
and culture and
expectations which is the
lens for health and
wellness.

Literacy Plan 2015-2016

Definition of Literacy
Literacy is the ability to effectively communicate with others verbally and in written form while understanding the inverse relationships of
that communication. It is the ability to read, write and speak both to be understood and to understand. As we move to a system that
embraces literacy in all areas of education it becomes essential that all teachers understand the complexities of the word literacy. Alberta
Education has defined literacy as: Literacy is more than the ability to read and write. It involves the knowledge, skills and abilities-the
competencies-that enable individuals to think critically, communicate effectively, deal with change and solve problems in a variety of
contexts to achieve their personal goals, develop their knowledge and potential, and participate fully in society. Government of Alberta,
2009b, p.6

Planning Team Member Names

Shelley Leslie - Teacher, Read 180 implementation
Tamara Whatmore - Teacher, Read 180 implementation
Devon Bryce - Teacher, Read 180 implementation
Kylie Kissel - Learning Coach
Evie Van Scheik - Inclusion Coach
Rita Manning- Principal
Scott Shimp - Assistant Principal

Literacy Plan 2015-2016 contd

In alignment with the WCPS six-year district vision, literacy and the following three draft competencies will be a tight focus
throughout the 2015-2016 school year. Deepening our understanding of the many forms of literacy, as well as early
exploration around three core competencies will be part of the tight focus for 2015-2016 as we build capacity within our staff.

Three Core Competencies

(Item H) Demonstrate good communication skills and the ability to work cooperatively with others.

(Item E) Innovate & Creativity -the ability to create, generate and apply new ideas and/or concepts

(Item B) Think Critically--conceptualize, apply, analyze, synthesize and evaluate to construct knowledge.

LOS Staff will work towards an understanding that there are many forms of literacy (ie. numeracy, social-emotional, physical
literacies). This expanded understanding and definition of literacy will also be a focus for the 2015-2016 school year.

LOS Staff will develop a school literacy plan in consultation with their diamond team. This plan will guide the focus around
literacy development and utilize many strategies. An exemplar of this plan and a template will be provided. LOS will
administer the STAR Literacy screening software to ALL students at a minimum of two times per year. STAR data will be
reviewed by all PLTs to inform instructional practices and/or determine diagnostic assessments (e.g. F&P) as well as
intervention supports.

The CRM process and Diamond Team meetings will guide the planning and intervention supports necessary for both staff
development and student growth as data from various instruments will be contemplated.

Our Schools Literacy Journey Thus Far

Our Schools Literacy Journey Thus Far

Our Literacy Journey so Far

READ 180 pilot - implementation in the junior high; high school will occur first
Attendance at Read 180 inservices
Rocks - ELA and English
Read 180 site visitations with facilitator (Cheryl and Danelle) with Shelley Leslie/Tamara
Whatmore
Literacy PLCs (all English teachers within the school collaborating on cross graded
modules). Building leadership capacity.
Mentor teacher (Robbie Williamson) assigned to new English teacher (Shelley Leslie) for
transition for retirement; supporting teachers to improve transitions.
Student celebrations -module completions
Using STAR assessment as a basis for interventions focusing on literacy
One on one instruction
PD days - focus on literacy and collaboration
Strengthening Literacy Development Across the Content Areas
School Policies, Structures, and Culture for Supporting Literacy

School Goal/Target: READ 180 Reading program

General Statement/Sub Goal
Outcome/Evidence:

Resources

Strategies

Timeline

Responsibility

Literacy interventions for

struggling readers and
writers.

READ 180 program;

facilitator

Jr & Sr High READ

180 program being
implemented for
identified students in
need of
interventions.

Duration of the year

Leslie/Whatmore/Bryce
- to initiate, attend
inservices, monitor
progression of students
and their results

(to initiate, inservice,

monitor etc.)

School Goal/Target: Building Leadership Capacity

General Statement/Sub Goal
Outcome/Evidence:

Resources

Strategies

Timeline

Responsibility

Mentorship and Literacy

Leadership within the
division and within the
school to support
teachers to improve
instruction and resources

AB ED - curriculum

Assign a mentor teacher

for new teachers
(Whatmore)

Duration of school
year

Inservice and monitor

progression through
module instruction with
students within the
English 10/20/30 level

English and ELA

modules

Assign a mentor teacher

for transition to
retirement and
reassignment
(Williamson to Leslie)
PLC time focused on
growth and development
within the English/ELA
curriculum through
modules and
assessments/instruction.

(to initiate, inservice,

monitor etc.)

Support as needed
when clarification is
required.

School Goal/Target: Strengthening Literacy Development Across the Content Areas

General Statement/Sub Goal
Outcome/Evidence:

Resources

Strategies

Timeline

Responsibility

Incorporate Literacy
development in all core
subject areas.

Modules and AB ED
curricular outcomes

PLCs - focus on
literacy aspects and
how to build literacy
skills and
processing abilities
for all subjects.

Duration of school
year

Initiate PLC meetings to

identify areas of focus
to improve literacy
within the modules.

(to initiate, inservice,

monitor etc.)

Time allotted to review

modules and identify
any areas of growth
needed, or
clarifications.

School Goal/Target: School Policies, Structure, and Culture for

Supporting Literacy
General Statement/Sub Goal
Outcome/Evidence:

Resources

Implement PGP plan based

on divisional and school
goal.

School leadership

Strategies

PLCs - collaboration
and attending further
Central office supports Literacy Development
inservices to support
staff members

Timeline

Responsibility

Duration of School
Year

Initiate, attend
inservices, monitor
growth of students via
STAR assessment

(to initiate, inservice,

monitor etc.)

Literacy Model WCPS

LOS Literacy Action Plan 2015-2016

LOS Literacy Action Plan 2015-2016 contd

LOS Literacy Action Plan 2015-2016 contd

LOS Literacy Action Plan 2015-2016 contd

LOS Literacy Action Plan 2015-2016 contd

Lacombe Outreach School

Making
a

DIFFERENCE
in

Education
for EVERYONE