Action Post #1, term one

Actions to support reading proficiency

In term one the actions that we took to support our learning focus in reading proficiency were:

• All staff participated in professional day learning facilitated by Carolyn Russo, that introduced us to the RFRA (Richmond Formative Reading Assessment), and how it can be used to guide our instruction in reading
• All teachers administered the RFRA in first term
• In November, teachers looked at their students’ reading assessment results in their grade groups. They looked for common themes and questions they had
• Our Kindergarten and K/1 teachers applied for a grant to provide collaboration time and support to create literacy centres that meet the diverse needs of their students

These actions support our literacy learning focus by:

• Narrowing down one or two specific areas of reading skills to target through instruction
• Providing time for teachers to collaborate with each other to plan for instruction with a focus on early literacy skills, as well as making connections to make meaning of text
• Monitoring our students’ progress through a school wide assessment tool

Actions to support a positive and safe school culture

• All staff participated in professional day learning facilitated by the District’s Self -Regulation team led by Marnie Flores, to reflect on Currie’s Social Responsibility journey
• Staff decided that revisiting our school wide language would help to create a cohesive plan of action to support our students in their self- regulation learning
• A self- regulation committee of several staff members was created to develop school wide language in an acronym form (STAR) as well as an action plan for the rest of the school year and beyond

These actions support our positive and safe school culture:

• Common language helps to make expectations clear
• Promotes consistency across classrooms and other areas
• Encourages students to develop self-regulation skills through shared strategies
• Strengthens collaboration among staff to address social-emotional learning
• Builds a sense of community and belonging for all students
• Supports alignment with district goals for social responsibility and well-being