School Improvement Plan St. Stephen Elementary School School Improvement Plan 2024-25 DRAFT Mission: Collaboratively, we will promote academic excellence through authentic experiences and foster personal growth in a safe and happy community. Vision: St. Stephen Elementary School ensures, enriches and celebrates the learning and growth of everyone towards becoming responsible global citizens. Areas of Strength: 1. 7.3 The school environment encourages and supports the engagement, active involvement, and inclusion of every student socially and emotionally. 2. 19.1 Teachers ensure ongoing and timely communication with families about expectations for and progress of their child. St. Stephen Elementary Continuing Practices Positive Learning EnvironmentFamily and Community EngagementStudent Engagement OpportunitiesBee Me Kidz SchoolSSES Buzz- Weekly NewsletterStudent-led ClubsMonthly AssembliesWelcome to SSES Party (2x per year)Skate Room HelpersCaught Bee-ing Kind certificatesParent Breakfast Club VolunteersK-KidsBreakfast ProgramBoys and Girls Club Afterschool ProgramSSES ChoirLunch ProgramFamily Scholastic Book FairSistemaZones of RegulationVolunteer CelebrationLibrary Helpers End of Year PicnicWelcome Club Anglophone South- District Improvement Plan Belonging: We want all learners and staff to be safe and to find their place in our learning community. Achievement: We want to support conditions for all learners and staff to achieve. Professional Competence: We want all staff to improve their greatest professional competence Equity: We want all learners and staff to experience fairness and justice in their learning and working environments New Brunswick Anglophone Sector 10 –Year Improvement Plan- Everyone at their best Establishing a culture of belonging and valuing diversity; Ensuring pre-school children develop the competencies they need; Improving literacy skills; Improving numeracy skills; Improving learning in, and application of, the arts, science, trades and technology; Meeting the needs of First Nation children and youth; Nurturing healthy values, attitudes and behaviours; Ensuring learners graduate with fundamental French language proficiencies; and Fostering learner leadership, citizenship and entrepreneurial spirit. Goal #1 Classroom Practice (Instructional Strategies)– Teachers use high yield instructional strategies to ensure active learning and learner engagement in math. Statement: St. Stephen Elementary School is dedicated to fostering an environment of active learning and robust learner engagement by utilizing data-driven insights to inform and guide our instructional practices in math. We are committed to understanding and applying targeted instruction across all three tiers of learning, ensuring that each student receives the appropriate level of support and challenge. By leveraging data to differentiate instruction and implement effective teaching strategies, we aim to enhance educational outcomes, address diverse learning needs, and promote student achievement at every level. Through collaborative professional development and reflective practices, we strive to create a dynamic learning environment that empowers both educators and students to reach their full potential. District Improvement Plan Alignment: Belonging: We want all learners and staff to be safe and to find their place in our learning community. Achievement: We want to support conditions for all learners and staff to achieve. Professional Competence: We want all staff to improve their greatest professional competence Equity: We want all learners and staff to experience fairness and justice in their learning and working environments Goal #1StrategiesIndicators of SuccessResponsibilityTimelineClassroom Practice (Instructional Strategies)– Teachers use high yield instructional strategies to ensure active learning and learner engagement in math.Weekly PLC meetings -Teachers common planning re: math strands -Teachers regularly look at student data to look for commonalities– Teachers– Weekly/OngoingTargeted instructional groups Teachers working with small groups by with focused needs-Teachers– In progressUse of common assessments to determine next steps in learning Common assessments are used for planning and creating targeted groups-Teacher– OngoingEngagement with district math coaches Teachers integrating current practices in planning and teaching-Teachers -District coaches-In progressEngagement with district PL Teams page to learn best practices Teachers integrating current practices in planning and teaching.-Teachers -District coaches-OngoingAcademic Support teacher supports classes based on data Students who are ‘not yet achieving’ mastery of strands receive extra support.-Teachers -AST– Ongoing Goal #2 Classroom Practice (Instructional Strategies)– Teachers use high yield instructional strategies to ensure active learning and learner engagement in literacy. Statement: Our teachers are committed to engaging students in literacy by applying evidence-based strategies aligned with the science of reading, ensuring these practices are implemented with fidelity. By using data-driven information to monitor student progress, teachers will identify individual learning needs and adapt instruction to promote growth. Through continuous assessment and targeted interventions, we will enhance students’ reading skills and comprehension, fostering improved literacy outcomes. This data-informed approach will guide instructional next steps, creating a supportive and responsive learning environment that empowers students to achieve academic success in reading. District Improvement Plan Alignment:Belonging: We want all learners and staff to be safe and to find their place in our learning community. Achievement: We want to support conditions for all learners and staff to achieve. Professional Competence: We want all staff to improve their greatest professional competence Equity: We want all learners and staff to experience fairness and justice in their learning and working environments Goal #2StrategiesIndicators of SuccessResponsibilityTimelineClassroom Practice (Instructional Strategies)– Teachers use high yield instructional strategies to ensure active learning and learner engagement in literacyWeekly PLC Meetings -Teachers common planning -Teachers regularly look at student data to look for commonalities-Teachers-Weekly/OngoingEGLA Early Grades Literacy Assessment Tool -Students are regularly assessed to determine strengths and next steps in phonological awareness skills-Teachers -Monthly/OngoingQSS and QPS screeners Quick Spelling Screener and Quick Phonics Screener -Students in grades 3-5 are regularly assessed to determine gaps in phonics and spelling skills– Teachers -Ongoing-Heggerty -Students are engaged in daily explicit phonemic and phonological awareness lessons to focus instruction-Teachers-Daily UFLI -Students are engaged in daily explicit phonics instruction to focus instruction-Teachers-Daily Goal #3 Learning Environments (Positive Behavioral Interventions and Supports)-School staff members ensure that the learning environment is welcoming, orderly, healthy and safe for all (students and staff) Statement: Our school staff is committed to fostering a positive and supportive learning environment by actively enhancing our PBIS (Positive Behavioral Interventions and Supports) framework and prioritizing social-emotional learning (SEL) for both students and staff. By focusing on continuous professional development, collaborative practices, and the integration of evidence-based SEL strategies, we aim to build a community where all members feel valued, safe, and equipped with the tools to succeed academically, socially, and emotionally. Through these efforts, we strive to create a culture of empathy, resilience, and mutual respect that supports the well-being and growth of every individual within our school. District Improvement Plan Alignment: Belonging: We want all learners and staff to be safe and to find their place in our learning community. Achievement: We want to support conditions for all learners and staff to achieve. Professional Competence: We want all staff to improve their greatest professional competence Equity: We want all learners and staff to experience fairness and justice in their learning and working environments Goal #3StrategiesIndicators of SuccessResponsibilityTimelineLearning Environments (Positive Behavioral Interventions and Supports)-School staff members ensure that the learning environment is welcoming, orderly, healthy and safe for all (students and staff) PBIS Provincial Cohort -Increased number of students receiving PBIS reinforcers -decreased number of behavioral incidences at all 3 Tiers– PBIS Committee -Administration -All teachers -All Educational Assistants -students -Province of NB -UNB-3 year plan with daily data collectionCASEL- Schoolwide SEL Collaborative for Academic, Social, and Emotional Learning-Reports of staff resilience increase -Increased number of students reported as demonstrating self-regulation skills -increased number of families reporting that students use SEL skills at home Indicators of Schoolwide SEL – Casel Schoolguide-SEL Committee -Staff -Families -Students3 year plan to implement Schoolwide SELZones of Regulation -Students report having better success at school -Students have fewer reports of bullying -fewer behavior incidences at Tier 1 and Tier 2– Classroom teachers -Guidance -ESS members -Behavior Intervention mentor -Students– implementing/ongoingCaught Bee-ing Kind -increased number of student office referrals for being kind-Staff -Students -Administration-ongoing SSES SIP 2024-25 draftDownload