Message from School Council

Newtown Elementary School Council 2008-2009

Parent Representatives: &= nbsp; &nbs= p; Lisa Fridgen, Rayleen Rice, Sharon Snow

Community Representatives= : &= nbsp; Michelle Davis (Chairperson), Jody Saunders

Teacher Representatives:<= span style=3D'mso-tab-count:2'> &= nbsp; Jo= dy Riche, Glenda Ripley

Principal: = &nb= sp; = Vikki Anstey

The Newtown Elementary Sc= hool council has continued to take an active role in supporting the school development goals in 2008-2009. From the proceeds of two fundraisers organi= zed by council and the recycling program, new computers for classrooms and the Learning Resources Centre were purchased. As a result, each classroom now h= as at least one high quality computer and the Learning Resources Centre is abl= e to accommodate an entire class for individual computer work. As a council, we = have also been able to assist the school in its purchase of two interactive white boards (smart boards). We remain committed to assisting the school to acqui= re additional technology in the year ahead.

School council has played= a part in the goal of promoting of a safe, caring, and healthy environment at Newt= own Elementary. With the input fr= om council, a number of safety initiatives were identified and realized this y= ear including the implementation of an intercom system at the main entrance, a = new configuration for the parking lot, and fence replacement and extension for = the playground area which was installed in August, 2009 by the Eastern School District. Council also provided parents and caregivers with two evening sessions on internet safety and drug awareness through the Royal Newfoundla= nd Constabulary. Approval = was given for a number of charitable endeavours undertaken by students, staff, = and their families, including Operation Christmas Child and “Hats for Zach” days whereby moral and financial support assisted a former Newtown Elementa= ry student with expenses for cancer treatment. On behalf of the school communi= ty, school council presented each teacher and staff member with a plant during “Teacher & Staff Appreciation Week” in recognition of their efforts. During a special lunch celebration, we acknowledged the volunteer = work of the prefects who help to provide a safe and caring environment for our younger students.

Council was pleased to su= pport student achievement by approving the purchase of sets of Canadian fiction a= nd non-fiction books for recreational reading in grade five as those students participated in the “Hackmatack” program. With our endorsement = of the purchase of sets of leveled reading materials for grade two classes and= a wide variety of instructional materials school-wide, we continue to assist = in enriching the education of all of our children.

We look forward to workin= g with members of our school community in 2009-2010 as we assist teachers, staff, = and students as they strive for success at Newtown Elementary.

Michelle Davis, Chairperson

Ov= erview of School

Our School Community

Newtown Elementary School is located in Mount Pearl, Newfoundland. Our school has an enrolment of 447 students and offers kindergarten through grade six. The average class size is 22 students and approximately 18 percent of our student population is receiving special services support. Our school serves the communities of Mount Pearl and St. = John’s. Of our total student population, 28 percent are bused to school.

Newtown Elementary School has a total of 26 full tim= e and 2 part-time educational staff which includes 19 classroom teaching units, 3= .94 categorical and non-categorical special education teachers, and specialist teachers in the areas of guidance, music, physical education, and learning resources. We also have three student assistants and itinerant services for speech-language pathology, hearing impairment, visual impairment, education= al psychology, and band. Secretarial, maintenance, and custodial support servi= ces are provided. We also avail of the services of a public health nurse.

Our school offers the entire provincially prescribed curriculum in kindergarten through grade six. As well, we offer Intensive C= ore French to one of our three grade six classes. Special education programming provides additional support for students who experience difficulty meeting = the outcomes of the prescribed curriculum within the framework of regular class= room instruction. Within the instructional day students may choose to be part of= the choir or band programs.

Key Highlights/Special Projects<= /o:p>

Newtown Elementary recognizes the importance of visu= al arts. Along with our own art collection, each year a selection committee chooses a piece of work from the art portfolios of grade six students to permanently display at the school. Student work is often submitted to vario= us art contests.

A lunchtime writing club is offered to grades five a= nd six students. While the goal of this program is to allow students to freely exp= ress their ideas in writing and to further develop their creative writing skills, their work is often submitted in contests such as the Commonwealth Essay Contest.

This year our school held its annual “Once Upo= n a Time Breakfast” in February to promote literacy and emphasize good nutrition. While students ate their breakfasts together in class at the sta= rt of the school day, a number of literacy activities were occurring simultaneously.

We continued to have a very active prefect program a= t our school this year. The majority of our grade six students have devoted a gre= at deal of their free time at the beginning of the school day, at recess and at lunch times, to helping our younger students in a variety of ways. They have proven themselves to be wonderful role models as they promote safe and frie= ndly interactions on the playground and in the classrooms. They have had a posit= ive impact on student behavior and school spirit.

Our grade five students have been instrumental in ca= ring for our school environment as they work in teams collecting recyclable materials throughout the building for weekly pick-up. They have been guided in their eff= orts by parent volunteers and their homeroom teachers. As a result, our students are lear= ning at a young age the importance of caring for the environment while reaping monetary benefits for our school by recycling beverage containers.

Newtown Elementary held its annual “Spirit Day” on May 28, 2009. T= he day was filled with a variety of informative and interactive sessions. Students participated in many fun activities such as playing the game, “Uh-Oh,” watching a magici= an at work and reveling to the music of A Char. The highlight of the day was t= he trip to the gym to experience the games and foods at the carnival. A day of this magnitude would not be possible without our invaluable volunteers. To recognize and honor their contributions to our school for this event and for all they do throughout t= he year, a complementary café was set up for the school’s many volunteers. The staff at Newtown Elementary had the chance throughout the d= ay to drop in and personally thank all of these wonderful people.

Our school community participated in a variety of pr= ojects that once again demonstrated our caring and sharing of resources. For examp= le, we took part in Operation Christmas Child, Penny Power, Hats for Zach and t= he Community Food Sharing Network, just to name a few. Our school community is= to be commended for the spirit of social consciousness exhibited.

In addition to the various concerts held within the school, Newtown Elementary students performed at several locations in the greater school community. Our kindergarten students entertained the residen= ts of the Agnes Pratt Nursing Home and our show choir dazzled the patrons of t= he Fairmont Hotel during a Christmas luncheon. Our senior choir wowed particip= ants at an Eastern School District’s Principals’ meeting and Choral Connections workshops. As well, they participated in an outdoor concert, partnering with St. Peter’s Junior High School, to mark the national celebration Music Monday. Our Junior Choir performed at the Mount Pearl Fro= sty Festival opening ceremonies.

We continued to foster active and healthy living ini= tiatives this past year. Through special activities such as the Terry Fox Annual Run, the District’s Living Healthy Commotion Promotion and our own annual = Fun Day we engaged students in movement exercises and heightened awareness of t= he importance of proper nutrition. Moreover, our school obtained training and materials to become a member of Eastern Active Schools Program.

Partnerships =

Newtown Elementary partners with the RNC in providin= g the DARE (Drug and Alcohol Resistance Education) program for our grade six students. Junior Achievement provides instruction to our grade six students= in Business Basics. The YMCA-YWCA provides an after school program in our scho= ol, giving students an opportunity to participate in a wide variety of further learning opportunities. Our school cooperates with Memorial University of Newfoundland in providing internship and observation opportunities for stud= ents studying in the education field. These sessions include physical education, instrumental and choral music, and classroom instruction. Our school suppor= ts our students’ participation in activities offered by Mount Pearl Minor Soccer Association and Mount Pearl Minor Basketball Association by sharing facilities, events, and coaches. In addition, there is cooperation between Mount Pearl Parks and Recreation and Newtown Elementary in sharing faciliti= es. The Girl Guides use our facility for their meetings and in return provided us last year wi= th a grounds clean-up which was greatly appreciated. Other community groups that= partner with our school for educational purposes include the St. John’s Regio= nal Fire Department, the Canadian Coast Guard, Newfoundland Power, Knights of Columbus and the Visiting Artists’ Program. For the first time, Newto= wn Elementary worked with Air Canada in helping two of our students participat= e in the Dreams Take Flight program.

<= /span>

4 Year School Development Plan

The 4 year School Development Plan outl= ines our school’s goals and objectives over the life of the plan.

Goal 1: To promote a safe, caring and healthy environment by 2012.<= o:p>

Year	Objectives	Objectives	Objectives
2008-09	To create a safe env= ironment where students value, respect and recognize themselves and others. This w= ill be created in the context of school-wide Positive Behavioral Supports (PB= S) plans and related initiatives.	The school community= will increase Living Healthy practices.	=
2009-10	To continue to have ch= ildren demonstrate respect for themselves and others.	To increase participat= ion in physical activities by students and staff.	To increase community involvement in the promotion of active, healthy living initiatives.
2010-11	To continue to have ch= ildren demonstrate respect for themselves and others.	To increase knowledge = of nutritious foods.	To maintain and contin= ue initiatives that have been established to promote active, healthy living = by all members of the school community.
2011-12	To continue to have ch= ildren demonstrate respect for themselves and others.	To increase nutritious= food choices among students and staff.	To maintain and contin= ue initiatives that have been established to promote active, healthy living = by all members of the school community.

Goal 2: To increase understanding and integration of technology acr= oss the curriculum by 2012.

Year	Objectives	Objectives	Objectives
2008-09	To increase availabi= lity and awareness of technology resources existing in our school for teacher and student use.	To provide teachers = and students knowledge and understanding of how to use various forms of technology across the curriculum.
2009-10	To increase competency= in the use of technology resources.	To increase use of var= ious forms of technology across the curriculum.	To implement and ensur= e use of a technology skills continuum throughout the school.
2010-11	To further increase co= mpetency in the use of technology resources.	To integrate technolog= y across the curriculum.	To promote the use of = all forms of technology in varied settings within the school community.
2011-12	To further increase co= mpetency in the use of technology resources.	To further integrate technology across the curriculum.	To develop classroom w= ebpages.

Goal 3: To increase student achievement in language arts and mathematics by 2012.

Year	Objectives	Objectives	Objectives
2008-09	To increase student achievement in language arts in the areas of listening skills, visual literacy and informational literacy.	To increase student achievement in mathematics in the areas of communication and representing.
2009-10	To continue to increase student achievement in language arts in the areas of listening skills, vi= sual literacy and informational literacy.	To increase use of math manipulatives for daily teaching and learning.	To offer students inst= ruction that is differentiated.
2010-11	To develop school-wide assessment of and for language arts learning in the areas of listening skills, visual literacy and informational literacy.	To develop school-wide assessment of and for mathematics learning in the areas of communication = and representing.
2011-12	To further develop sch= ool-wide assessment strategies in language arts in the areas of listening skills, visual literacy and informational literacy.	To further develop sch= ool-wide assessment of and for mathematics learning in the areas of communication = and representing.

Operational Issues

Year	Issues	Issues	Issues
2008-0= 9	Maintenan= ce	Parking L= ot	Timetable= s
2009-1= 0	Maintenan= ce	Learning Environment	Recycling= Storage
2010-1= 1	Maintenan= ce	Learning Resources Room Set-up	Recycling= Storage
2011-1= 2	Maintenan= ce	Learning Resources Room Set-up	General S= torage Improvement

<= /span>

Summary Report on the School’s Most Current Data

Each year Criterion Referenced Tests (CRTs) are admini= stered by the Department of Education to determine how well students have achieved outcomes in English language arts and mathematics at the end of the primary= and elementary years. The information obtained is used to focus on student achievement. The tables that follow highlight the results of the CRTs writt= en in 2005-2006 until 2008-2009 and the results of our school can be compared = with results from across the province. Also included are the grades one and two reading observation surveys based on teacher observation and data collectio= n. All this data assists us in evaluating whether or not our objectives have b= een met and helps us to determine future objectives where necessary.

Primary Language Arts Assessment

Grade 1: Perc= entage of Students Performing At or Above Provincial Benchmark

07-08	08-09
School	Province	School	Province
34.4%	31.4%	41.5%	23.9%

These results show that a significant number of studen= ts in grade one at Newtown Elementary (41.5%) achieved or exceeded the provincial benchmark. Our students performed better than students in grade one in the = province (23.9%) overall. Further, our students have made gains compared to the prev= ious year.

Grade 2: Perc= entage of Students Performing At or Above Provincial Benchmark

07-08	08-09
School	Province	School	Province
71.2	47.6	68.7	42.1

This demonstrates that a significant number of our gra= de two students achieved or exceeded the provincial benchmark and performed significantly better than grade two students throughout the province. When = this group of students was in grade one only 34.4% of them reached the provincial benchmark. However, by the time this group of students finished grade two, double this number (68.7%) reached that standard. This signifies a tremendo= us gain in student achievement.

Criterion Reference Tes= ts

Grade 3 Langu= age Arts

	05-06	06-07	07-08	08-09
School	Province	School	Province	School	Province	School	Province
Multiple Ch= oice:
Reading	78.9%	72.6%	92.2%	89.7%	92.4%	88.5%	90.2%	88.3%
Listening	99.0%	97.7%	96.7%	93.3%	90.0%	85.0%	96.4%	95.4%
Constructed= Response: Percentage of students performing at Level 3 or above
Demand Writ= ing	93.9%	82.1%	82.3%	74.5%	83.4%	72.6%	77.1%	74.9%
Poetic=	75.4%	56.1%	82.3%	65.8%	68.9%	56.1%	76.4%	68.8%
Information= al	89.2%	68.3%	78.5%	74.4%	82.0%	70.8%	71.4%	55.1%
Visual=	66.2%	45.7%	74.5%	42.6%	73.3%	60.4%	63.8%	53.7%
Listening	81.8%	65.9%	62.8%	64.1%	86.9%	70.2%	87.0%	70.5%

Grade 3 Mathe= matics

	05-06	06-07	07-08	08-09
School	Province	School	Province	School	Province	School	Province
Multiple Ch= oice:
Number Oper= ations	82.0%	64.3%	85.0%	77.0%	80.0%	76.0%	87.6%	85.0%
Number Conc= epts	69.7%	73.1%	82.5%	71.3%	87.5%	76.3%	72.1%	73.5%
Constructed= Response: Percentage of students performing at Level 3 or above
Reasoning	54.6%	27.8%	92.2%	43.6%	81.7%	65.7%	46.6%	54.3%
Communicati= on	47.0%	23.5%	82.3%	37.5%	60.0%	59.8%	52.1%	54.2%
Connections= & Representations	47.0%	25.5%	56.9%	36.3%	66.6%	61.3%	79.5%	69.0%
Problem Sol= ving	59.1%	34.5%	90.1%	51.9%	81.7%	76.2%	78.1%	68.8%

Grade 3

Language Arts

Our grade three students outperformed students in prov= ince in every area of language arts. In poetic reading response we have maintain= ed steady scores and consistently out-performed students of the province in the past four years. There has been steady overall decline in demand writing and written responses to informational texts. These are two areas that will nee= d to addressed in the current school development plan.

Mathematics

We have noted slight but steady improvement in number = operations. As well, there has been steady improvement in the area of

connections and representations over the past four yea= rs. For example, we have gone from 47.0% in 2005-2006 to 79.5% in 2008-2009. Th= is is significant because it was an area that we had targeted for improvement = in our school development plan and we have been successful. Reasoning and communication are our two weakest areas. We have scored lower than we had in previous years and lower than students in grade three in the province. For = this reason, we will have to focus on these areas in our 2009-2010 school development plan.

Grade 6 Langu= age Arts

	05-06	06-07	07-08	08-09
School	Province	School	Province	School	Province	School	Province
Multiple Ch= oice:
Reading	82.6%	80.0%	85.8%	78.0%	91.6%	84.8%	85.6%	87.1%
Listening	94.4%	89.1%	96.7%	93.3%	94.0%	92.0%	91.2%	87.7%
Constructed Response: Percentage of students performing at Level 3 or above
Demand Writ= ing	94.8%	86.5%	89.8%	76.1%	93.0%	85.1%	87.0%	78.7%
Poetic=	94.8%	81.9%	83.3%	73.3%	98.6%	81.2%	72.4%	69.6%
Information= al	86.7%	82.5%	77.9%	58.8%	95.7%	78.9%	58.7%	68.0%
Visual=	86.7%	77.1%	76.6%	54.8%	100.0%	82.1%	36.5%	47.7%
Listening	86.7%	73.6%	81.9%	58.4%	90.1%	62.6%	48.7%	47.4%

Grade 6 Mathe= matics

	05-06	06-07	07-08	08-09
School	Province	School	Province	School	Province	School	Province
Multiple Ch= oice:
Number Oper= ations	76.3%	71.7%	68.2%	68.2%	82.0%	78.0%	78.7%	77.1%
Number Conc= epts	75.0%	70.0%	69.1%	62.7%	78.6%	70.0%	70.1%	67.1%
Constructed= Response: Percentage of students performing at Level 3 or above
Reasoning	33.8%	26.7%	34.7%	33.2%	59.7%	48.4%	45.3%	36.5%
Communicati= on	29.8%	26.7%	28.3%	30.7%	57.6%	42.0%	41.3%	30.6%
Connections= & Representations	36.5%	26.7%	47.5%	40.2%	63.1%	41.3%	42.7%	36.1%
Problem Sol= ving	52.7%	46.7%	41.4%	50.6%	71.3%	55.4%	46.7%	42.5%

Grade 6

Language = Arts

<= /o:p>

Results in l= anguage arts at the grade six level were down in every category from the previous y= ears since 2005-2006. While we had targeted listening, visual literacy and informational literacy for improvement, we did not achieve this objective. Therefore, we will continue to work on these areas. It appears that students performed better on multiple choice items than on constructed responses. As= a result, we will have to focus attention on this type of writing for the com= ing year.

<= /o:p>

Mathemati= cs

<= /o:p>

The data sho= ws that student scores have decreased in all categories compared to previous years. While we out-performed students in province in all categories, the differen= ce was only marginal. We had targeted connections and representations as well = as communication as areas for improvement. However, we did not meet this objec= tive and will have to continue to focus on these areas in 2009-2010.<= /span>

<= /o:p>

<= /span>

School Development= Plan for Current Year (2009-2010)

This section outlines the School Development Plan f= or the current year. The templates l= ist the goals, objectives, intended strategies, indicators of success, and supp= ort plans. Also included in this section is the Operational Issues Report.

1 Yea= r School Development Plan (2= 009-2010)

Goal 1: To promote a safe, caring and healthy environment by 2012.<= /span>

Objective 1.1

To continue to crea= te an environment where students value, respect and recognize themselves and others. This will= be created in the context of school-wide Positive Behavioral Supports (PBS) = plan and related initiatives.

Objective 1.2

To increase partici= pation in physical activities by students and staff.

Objective 1.3

To increase communi= ty involvement in the promotion of active, healthy living initiatives.<= /o:p>

Indicators of Success:

q Behavioral matrix will be displayed in all set= tings.

q Teachers will complete instruction of behavior= al expectations.

q Students will demonstrate knowledge of behavio= ral expectations.

q Decrease in student conflict during unstructur= ed time.

Indicators of Success:

q Student involvement in physical activities.

q Staff involved in Eastern Active Schools programming.

Indicators of Success:

q&= nbsp; Community groups providing activities for our students.

q&= nbsp; Parental attendance at nutrition information sessions.

q Improvement in healthy snack and lunch choices= for students and staff.

q Greater adherence to reduce, reuse and recycle practices.

Strategies:

1.1.1 Develop a substitute teacher handbook.

1.1.11 Establish= and implement a school-specific lockdown procedure.

1.1.12 Conduct a guid= ance needs assessment

1.1.13 Implement Focu= s on Bullying Program,

&nbs= p; Character Counts, Roots of Empathy, and

&nbs= p; Second Step

Strategies:

1.2.1Goal= 1 Support Plan

Goal 1: To promote a safe, caring and healthy enviro= nment by 2012.

Financial

Professional Development

Communication

1.1.1 Give teac= hers lockdown procedural document

1.1.11 Inform st= aff and school council of needs assessment results

1.1.12 &nbs= p; Provide teachers anti-bullying information

1.2.1Goal 2: To increase understanding and integration of technology across the curriculum by 2012.

Objective 2.1

To increase availab= ility and awareness of technology resources existing in our school for teacher = and student use.

Objective 2.2

To provide teachers= and students knowledge and understanding of how to use various forms of technology across the curriculum.

Objective 2.3

To increase the num= ber of smartboards available for student and staff use.

Indicators of Success:

q Completed inventory of technology resources.

q Improved awareness of currently existing resou= rces.

q Teachers will have completed a minimum of one = day of PD on the topic of technology.

Indicators of Success:

q Increased use of computers by students.

q Increased use of technology resources by staff= (eg., weather centre, flex camera, telescope, digital camera, LCD projector, electronic scales, smartboard, etc.).

q Web site updated monthly.

q Teachers will have completed a minimum of one = day of PD on how to integrate technology into curriculum.

q Development of skills continuum for technology= . Seek what exists in other schools

q Development of school-wide list of recommended websites indicating applicable grade levels and subjects

Indicators of Success:

q Greater number of smartboards installed in the school.

Strategies:

2.1.1 &nbs= p; Create short and= long term plans for hardware and software purchases.

2.1.4 &nbs= p; Develop website referral list for staff use in planning lessons using technology.<= /p>

Stratgies:

2.3.1 Fundraise to purchase at least t= hree

&nbs= p; new smartboards.

Goal= 2 Support Plan
Goal 2: To increase understanding and integration of technology across the curriculum by 2012.
Financial	Professional Development	Communication
2.1.4Goal 3: To increase student achievement in language arts and mathematics by 20= 12.
Objective 3.1 To increase student achievement in language arts in the areas of listening skills, visual literacy, and informational literacy.	Objective 3.2 To increase student achievement in mathematics in the areas of communication and representing= .	Objective 3.3 To offer students g= reater differentiated instruction.
Indicators of Success: q Improved CRT scores in listening, visual readi= ng and informational reading. q Improved classroom assessment results on stude= nt responses to listening, visual reading and informational reading classroom assignments. q Improved listening habits and attitudes toward others and public presenters.	Indicators of Success: q Improved CRT scores on communication and representation strands. q Increased student and teacher use of manipulat= ives.	Indicators of Success: q Differentiated lessons and assessments for stu= dents.
Strategies: 3.1.1Goal= 3 Support Plan
Goal 3: To increase student achievement in language = arts and mathematics by 2012.
Financial	Professional Development	Communication
3.1.1 &nbs= p; Divisional meetings to discuss Appendix 16 from Elem. Curriculum Guide and plan for implementation
3.2.2Maintenance	1.= Continue = to define duties and responsibilities of custodial staff.<= /p> 2.= Continue = to monitor strategic plan with timelines to address cleaning and repair item= s.
&nbs= p; Learning Environment	1.= Get foldi= ng doors between classrooms replaced where tracks are not operational.<= /span> 2.= Reconfigu= re Learning Resources Center to better utilize computers.<= /p>
Recycling	1. &nbs= p; Obtain a shed to store recycling.

Appendix A – Summary of School Fundraising<= /b>

School Council organized two fundraisers this year. In= the fall of 2008, students sold NorCard stationery products to families and friends, raising $6, 498.98. In the spring of 2009, flower baskets were sold from Lester’s farm. The school profit from this sale was $3, 536.12, bringing the total revenue from both fundraisers to $10,035.10. As well, recycling from seven blitzes and our in-school program brought in $19,025.65. The total income f= rom fundraisers and recycling was $29, 060.75.=

A number of expenses were incurred with recycling and fundraising such as the purchase of a cart for classroom recycling collecti= on, garbage bags, supplies, prizes for blitzes, cards, etc., totaling $1,405.56. School council expenses totaled $ 475.30. The total revenue, after expenses of $1,880.86, from the fundraiser= s, recycling and school council was $27,179.89.

Council approved a number of purchases for goals ident= ified in the school development plan. $22, 055.34 was spent on technology. As a result, we now have 14 additional computers, 19 new monitors, one new projector for a Smart board,= and one portable Smart board, along with one Smart board installed permanently = in the Learning Resources Centre. A variety of children’s literature was purchased, along with registration for the Hackmatack (reading) program in grade five. Total expenses for literature amounted to $1,826.94. In keeping with the sch= ool goal to foster a safe and caring environment at Newtown Elementary, a numbe= r of endeavours received the approval of financial support from council. These included Spirit Day costs totaling $2,344.70, flowers for teachers and staff from School Council during Staff Appreciation Week totaling $395.34, and $268.04 for a Prefect Appreciation Celebration. In to= tal, $26,890.36 was spent on the above purchases leaving a balance of $289.53.

*Year*	*Issues*	*Issues*	*Issues*
200= 8-09	Maintenance	Parking Lot	Timetables
*Report*	We reviewed the dut= ies and responsibilities of the custodial and cleaning staff. A written plan of duties was created and a priority list for maintenance repair items, such= as painting, was established.	The parking lot rou= tines were examined, the lines were repainted and the newly established guideli= nes and expectations for traffic flow were communicated to stakeholders. As w= ell, signage was installed.	Gym and music sched= ules were reviewed and new schedules were adopted per term to increase the num= ber of periods allotted per grade level. As well, the Active Schools program = was implemented to increase activity-based learning to supplement gym classes= .

=

Message from the Director of Education

Message from Principal

Message from School Council

Ov= erview of School

Our School Community

Key Highlights/Special Projects<= /o:p>

Partnerships =

4 Year School Development Plan

=

Summary Report on the School’s Most Current Data

Goal 1: To promote a safe, caring and healthy environment by 2012.<= /span>

Objective 1.1

Objective 1.2

Objective 1.3

Financial

Professional Development

Communication

Objective 2.1

Objective 2.2

Objective 2.3

Goal= 2 Support Plan

Financial

Professional Development

Communication

Objective 3.1

Objective 3.2

Objective 3.3

Financial

Professional Development

Communication

Recycling