VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

YR 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY PART ONE - SCHOOL CONTEXT

(BLANK FORM to be printed and filled out OR save as word document and print) Some of this information can be gleaned from your school website or school handbooks. For important information about the community I would suggest connecting to: STATSCANADA website: http://www.statcan.ca/english/edu/index.htm Community Where is the school located?(school district and geographic position in the district) What is the size of the community in which your students live? How many students walk? Are students bussed? Driven? The school is located in Nanaimo-Ladysmith school district 68. The school is in north Nanaimo, catchment area Ellen Place. There are no busses. Most students are driven, a few of the older students walk. What are the important economic bases of the community? There are many working professionals in the community. Many families own their own business, ex: restaurants, and cleaning services. What is the socio economic mix of the students in the community? What is the proportion of children whom you might describe as transient? What issues seem to be critical to understanding who your students are? The average income is 72,000 a year. In most families both parents work. The school has some transient students. Some students are cared for by their grandparents. Twenty students are under ministry care. What is the total school enrolment? Describe the socio-cultural or ethnic representation in the school; who the groups are and the proportion of the school they represent. The school started the year with 370 enrolled students. Forty percent of students are minorities. Many families are from Asia, Great Britain, and Middle East. There are many English as a second language students at the school. What are the mission and priorities in the school? (formal as stated in official documents; informal as you understand them from teachers, students and parents). McGirrs mission statement: As a school community of staff, students and parents, we commit to virtues such as courtesy, excellence, respect and responsibility. Through the active promotion of these values we will instil the attitudes, knowledge and skills for lifelong learning. In the grade seven class there is a strong focus on high school preparedness. This is done with a focus of teaching, planning and studying skills, self monitoring, and time management. In what ways are parents involved in the school? /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION The school has a parent advisory committee, they meet once per month. Parents plan fun fairs, dances, burger and beers, and hot lunches. Parents raise 20 to 30 thousand dollars a year for the school. There are newsletters and other letters and permission slips that go home with the students. Parents can also receive the school newsletter via e-mail. Some teachers send e-mails to parents with classroom information. Some parents volunteer in the classrooms or in the library. How would you describe the relationship/connections between the school and the community? There is a lot of parental support for the school. There are community member who organize reading and band. Thursday nights the grade 5, 6, and 7 students have multicultural meetings. How are the grade levels structured? (How many are combined classes, e.g. Gr. 2/3?) What types of special programs are there? There are two of every grade level, except for the combined 2/3 and 4/5 combined classes. The school hosts the strong start program with 300 children. What is the Code of Conduct or a school-wide system for discipline and behaviour management in your school? Briefly describe it and give some examples of how it would impact decisions in the classroom. There is a school wide assembly at the beginning of the year. The school code of coduct is in the planner for the students and parents to access easily. The school and safety expectations are built into the classrooms. The school follows the virtues program. There are think sheets that are sent home to be signed. Other school wide discipline includes office referrals and interviews. Behaviour is managed by teachers, the vice principal, the principle, the psychologist, the counselor and the child care youth workers. (see attached page for code of conduct) What are the routines for taking attendance? How is this recorded and delivered to the office? Teachers pick up their attendance binders in their mailboxes in the office in the morning and after lunch. The teacher checks attendance but does not return it to the office until after 9 in the morning to account for the chronically late children. The attendance binder is returned to the office by a student volunteer. The sectary then records the data and places the binder back in the teachers mailbox. What is the school policy for those who are late? Students who come in late are marked late in the attendance binder. If the attendance has already been sent to the office the students must get a late slip. When are students permitted to be inside the school? In the library? gym? computer lab? /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION Students stay outside during the morning and during recess. The library is open 3 days a week. The students must have a pass. The chess club meets in the library. Some sport teams meet in the gym at lunch.

When you are in charge you will need to respond to emergencies according to plans defined by school. Find out the schools emergency policies. The standard is set at the school staff meeting. a) What is the policy regarding Fire drills? The attendance is taken in the classroom. The students line-up and leave through the outside door. The door is closed by the last person to leave. The school meeting place is in the upper field. Once the class is at the upper field and all students are accounted for a runner is sent to inform the principal or vice-principal. b) Earthquake drills? The students go under their desk for 2 counts of 60. The attendance is taken in the classroom. The students line-up and leave through the outside door. The door is left open. The school meeting place is in the upper field. Once the class is at the upper field and all students are accounted for a runner is sent to inform the principal or vice-principal. Specifics: If your sponsor teacher is not in the room during an emergency you will need to know: Where is the first aid kit? The first aid kit is kept in a kiosk in the field by the meeting place. Who is the designated First Aid person at the school? If someone has an accident at the school, what needs to be done? The designated first aid people are Mrs. Blaine and Mrs. Williams. All teachers have first level first aid training. Where is the class list kept? There is a class list kept with the first aid kit. When and how will children leave the room? The outside door. What is the policy about talking and running? There is no talking or running allowed in the hallways Who closes the doors and windows? Do you have any special duties? Where is the meeting spot after the evacuation? The windows are always kept closed. The last person to leave the class closes the door. During an earthquake drill the door is left open. The meeting spot is in the upper field. How do I contact the school office if there is a child-related emergency? If there is a child-related emergency a runner is sent to the office. If it is a serious issue 911 is called. If a child becomes sick at school, what are the routines and policies involved with contacting parents, contacting emergency numbers, going home, etc.?

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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION If a child becomes sick at school the parents care called from the office, where the contact information is stored. The child can then be picked up and taken home. The sick room is adjacent to and accessible from the school office. The secretary cares for the sick student. Where are the specific medicines kept that are administered to students while they are at school? Who is in charge of this? There is a school sick room. The school has students medications for anxiety, diabetes and allergies. However emergency medications, such as Benadryl are kept in the staff room with a photo of the students and the necessary medical information. The secretary and the designated first aid attendants administer the medication. Who works in the school? What are the various roles of the people who teach and support the education of students? (education assistants, and administrators, special education, counselors, librarians, education assistants, etc.) You will need to know all the resources available in the school during the year; it is good to introduce yourself early to the people with whom you will be collaborating. There is a school librarian who works 0.69 time and covers 35 minutes of teacher prep. There is a music teacher who works 0.7 time and covers 75 minutes of teacher prep. The school employs three fulltime education assistances. Teachers receive 110 minutes. What educational specialists come to the school and what are their responsibilities? How do you access their help if a child needs these services? Special services can be recommended for a student through the school based team. The school works with a settlement worker, a technology specialist, an English second language specialist, a specialist for students with severe learning and behavior issues, a hearing and vision specialist, a speech and language pathologist, and a counselor. Is there a school-based team for student referrals at the school? Who is on this team? When and why does it meet? How does the team allocate available services? What is the procedure for getting a student in the agenda? Yes. The school based team meets Wednesday at 8:00 am. The vice-principal, principal, the support teacher and the classroom teacher meet. The teacher or support teacher can request a student be placed on the agenda. When are staff meetings held? Who attends them? How is the agenda formed? Will you be able to attend? The staff meeting takes place once a month. I was able to attend a staff meeting. Meetings are held in the library after school. Both administrators and teachers attend. The agenda is created by the principal and vice principal as well as the teachers who are responsible for various aspects of the school. Safety meetings are also once a month. Professional learning community meetings for the intermediate and primary teachers alternate weekly. /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Who provides playground supervision? When is outdoor/indoor supervision provided? Supervision is provided by teachers, education assistances, and noon hour supervisors. There is a school schedule for supervising duties. The principal and vice principal also informally supervise. Supervision is provided, before and after school and during recess.

If there are bus students at your school, what are the school bus procedures? Bus supervision requirements? There are no school buses.

Yr 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY PART TWO - CLASSROOM CONTEXT

Classroom Management Procedures: 1. Describe how the teacher gives directions on the collection of materials. List three specific directions. Are the directions repeated and how? Students are asked to clean their area. The teacher calls on a student volunteer to collect materials. The student volunteer returns the materials to the front. Papers are at times passed to the right and then forward. Homework is collected in hand-in bins at the back of the class. 2. Describe the distribution of materials. Are there monitors for this purpose? Where are the supplies and textbooks located? If they are not in desks, how do students access them? The students are fairly independent. They are in charge of their own books and supplies. There are no monitors. If there is a special or new item to distribute a material either the teacher hands it out or a student volunteer does. Novels are signed out. 3. Describe how your sponsor teacher moves children from one place to another. For example what are the routines for going out and coming in at recess, bathroom breaks, drinks, and movement within the classroom and specific areas within the school? (e.g. to library, gym, etc.) The majority of the time the students leave through the outside door and walk around the school to the gym, play ground, or multipurpose room. If going to the library or computer lab, as they do not have outside accessible doors, the students walk through the halls. They may be lead by the teacher. Other times the students leave the class one by one every 5 second one going left and one going right taking alternative /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION routes to the same location. Bathroom breaks are not formally monitored. Students do not need to ask to use the bathroom. 4. How do students answer questions? Example: Are students required to raise their hands before speaking? How does the teacher guide discussions? Are formal rules being observed? Most of the time students are asked to raise their hands. The teacher guides the discussion by asking questions and checking for understanding. Sometimes the teacher will call on a student to answer before the opportunity to raise hands. 5. How does the sponsor teacher monitor on-task behavior? Watch to see how he/she moves around the classroom or how he/she watches the whole class even when working with an individual. The teacher scans and circulates around the room. Tasks are handed in and checked for completion. Incomplete work is assigned as homework. There are some students who are given extra attention during work time. 6. How are transitions from activity to activity managed? Take note of the time given and movement involved. The schedule is posted on the board for students to refer to. Students are sometimes given a warning to wrap up an activity. There are a lot of physical transitions. Often when a lesson ends it is time or gym, a run or a break. The students are asked to clean up and get ready for the next activity. If necessary the students are reminded of the rules and are asked if they are using their time wisely. 7. What are the teachers responsibilities when a student is absent? The absence is recorded in the attendance. The office calls the parents to confirm. The teacher puts the missed work and handouts into a while you where away file folder on the students desk. Interaction and discipline: 8. How does your sponsor teacher get the attention of the class? Note as many strategies as you can identify. The teacher often counts down from five. The teacher sometimes calls for attention or says, grade sevens. 9. Which students do you anticipate will offer the biggest challenges? What are the specific strategies that you see your sponsor applying with these students? Student Os IEP was re-evaluated in late December. This student has been diagnosed as autistic. This student IEP generates some EA time, approximately 30 minutes a day. This student struggles socials and is very stubborn. Student O and has shared emotional stress based on her home situation. She requires lots of care and attention and sometimes support to complete work or compromise with others. I have worked /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION with the student to set up a home to school binder to aid in organization and completion of assignment. The binder has page protectors labeled with assignments, due dates and visuals. Homework is at times reduced for this student to keep her work load manageable. Student K has a traumatic family history has learning difficulties and lacks motivation. Student A has learning challenges and has family problems and possible abuse being dealt with through the ministry. Student K and A both receive math support. The students K and A also need lots of encouragement and support. Student B is suspected to have a learning disability. Student D has some behavior issues and likely a learning challenge. Students B and D need some extra guidance with math. Student R is suspected to be on the autism spectrum and has had behavioral issues in the pass. Student C, Student T, Student J, and Student M have behavioral challenges. These students are generally receptive when their names are called or are asked to be quiet. 10. How does your sponsor teacher deal with disruptive behaviour? Conflict resolution is an important skill for both teacher and student. As you watch and listen for verbal instructions, eye contact, body language and any special instructions designed for an individual student, keep track of the teachers strategies. Be sure to talk to your sponsor teacher re: different interventions and how best to handle any situations that may arise. Students are asked to apologize to whoever their behavior is affecting. If two students are having a problem they may be asked to join the teacher in a conversation to discuss the conflict. Parents are sometimes contacted. If the behavior is severe or consistent the student my receive an office referral which is signed by student teacher and principal and then will go home to the parents to be signed this document lists the behaviors that have because issues. If there is a behavior problem around a field trip the student may be asked to stay behind and reflect on their choices.

Housekeeping 11. What are the procedures for keeping the classroom and cloakroom tidy? Note directions about picking up paper, straightening desks, putting books away, etc. At the end of the day students are asked to stand by their desks once they are packed up and ready to go home. If the classroom is not clean the teacher will assign students to a task until the classroom and cloakroom are tidy. Once everything is as it should be the students are allowed to leave. 12. Does the sponsor teacher have a list of classroom helpers. Is it posted? Be sure to find out what each job entails. How does the sponsor teacher display the students work or theme displays? How often are the displays changed? Is there a way of giving special credit to individuals? There are four classroom helpers, one to clear the boards, one to sweep the floor, one to take care of the recycling and one to clear the sink and recycle juice boxes. The jobs are displayed on the board and are alphabetically rotated weekly. Homework & Timetables 13. What is the homework or home reading program in your classroom? What is the policy for homework that is not done? Are parents required to initial reading tasks or homework completed? Is there a communications book for each child or selected children? /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION The homework is displayed on the board. Each student is expected to put the homework in their planner. Students who always complete homework have their names on the board as shining stars. Students who have been late on one assignment are falling stars. At the end of the term all the shining stars and falling star receive a pizza party. Parents are not asked to initial homework but they are asked to sign all quizzes and tests. 14. What are the procedures for the collection, marking and re-teaching of homework if applicable. Describe how the reading program works. Who keeps track of work read? Do the children read to a partner or the teacher? How are the books monitored and by whom? The classroom teachers have hand in bins and return bins. Assignments in the hand in bin are collected and marked and then placed in the return bin for students to access. There is not a year round reading program however students do know there reading level and take books from the library that are within their abilities to read during silent reading time. 15. Submit a timetable that shows daily and weekly routines of the classroom. Include PE, Library, Computer, Music, and Learning Assistance times in your timetable. Include silent reading, calendar, stations, current events, etc. in your timetable as well.

Assessment & Evaluation 16. Does your classroom have a set of portfolios for each child? What information is kept in these portfolios? How are decisions made in regards to what information is kept on these portfolios? Students do not have portfolios. 17. How does your sponsor teacher keep track of student assignments and evidence of learning? The classroom teachers have marking books in which the track students progression of learning. There are also events such as multicultural day and a science fair for students to celebrate and share evidence of their learning. 18. How does your sponsor teacher keep track of marks and anecdotal records? What is kept? Example: test marks, daily assignments and progress, homework assignments, and home-school communication (social and emotional development). How is this information used? The classroom teachers keep their records in their mark books. They record test marks, assignments, homework completion and participation. Their mark books are kept on their desks. 19. What other types of assessment do you see the teacher using in the classroom? Feedback is given on group projects and presentation. Feedback forms are filled out and given to students for physical education lesson presentations and presentation. Students create their own criteria forms for their current event presentation. /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

20. Include a rough sketch of your classroom and a seating plan for use when teaching and working in the classroom.

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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

YR 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY PART THREE (A.) INDIVIDUAL LEARNERS
Collect information about each individual learner in the class with respect to: level of literacy, numeracy and social responsibility; strengths and/or special needs. Student A Literacy- This student is not yet meeting expectations. She does enjoy reading. She often reads graphic novels and Nancy Drew books. She is able to participate with the classroom literacy activities. Numeracy- This student is on an adapted math program. This students IEP for LD which describes her to be at a grade four level. The student is motivated and wants to do math with her peers. She has expressed some anxiety of not being in a class with her peers once in high school. This student appreciates receiving math sheets which contain simplified versions of what she sees her peers doing. She benefits greatly from one on one attention. Social responsibility- This student is meeting/ fully meeting expectations. . Strengths/ Needs This student is motivated to learn and she is always cheerful. The ministry is involved with this student. There are allegations of abuse. This student has not spent time with her mother or her other siblings in years. This student struggles to fit in socially. She often socializes with her younger sibling and her siblings friends Student B Literacy- This student is minimally meeting literacy expectations. Numeracy- He is minimally meeting expectations. This student struggles with math. Social responsibility- This student is meeting expectations. He can be timid but he is well liked amongst his peers. Strengths/ Needs- This student does not ask for help when he needs a concept clarified. Individual check-ins are important to gauge this students need for support. He is not likely to participate unless asked. Student C Literacy This student is meeting expectations. This student has confidence in his ability and is often willing to read to aloud to the class. He is not always motivated to do his best work. Numeracy- This student is fully meeting expectations. He sees a tutor regularly and he has improved greatly in recent months. Social responsibility- Student C is approaching/meeting expectations. Student C is very social amongst the members of the class. This student enjoys playing with younger students. This student shows some signs of social immaturity. Student C needs consistent reminders to stop talking while others and the teacher are talking. Student C is often the last one to return to class after breaks. Strengths/ Needs- This student is very outgoing and the students enjoy his humor. This student at times needs support to complete assignments and stay on task. Student D Literacy- This student is minimally meeting expectations Numeracy- This student is minimally meeting expectations. He struggles with math. He is quick to give up if he does not understand a concept. With guidance this student can do very well. /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION Social responsibility- This is approaching/ meeting expectations. This students behavior issues become present when other students are involved. This student is very pleasant as an individual. Strengths/ Needs- This student will shut down when we does not understand a concept. He will occasionally receive help from peers but will not look for clarification from his teachers. This student does very well with lots of support, encouragement and guidance. Student E Literacy- This student is fully meeting expectations. Numeracy- This student is fully meeting expectations. Social responsibility- This student is fully meeting/exceeding expectations. Strengths/ Needs- Student E is very responsible and is always willing to help with classroom tasks. Student F Literacy- This student is fully meeting expectations. Numeracy- This student is fully meeting expectations. Social responsibility- This student is exceeding expectations. Strengths/ Needs- This student is very socially responsible and has a strong sense of empathy. She is especially well organized and will offer organization help to other students. She is a very engaged learner. Student G Literacy- This student is fully meeting expectations. Numeracy- This student is meeting expectations. This student could benefit from slowing down and taking his time when performing math related tasks. His understanding of concepts is generally strong. Social responsibility- This student is fully meeting/ exceeding expectations. Strengths/ Needs- This student is quick to help others when they are struggling. He takes on a leadership role when needed. Student H Literacy- This student is exceeding expectations. Numeracy- This student is exceeding grade level expectations and is current taking grade 8 math as an extracurricular program. Social responsibility- This student is meeting expectations. Strengths/ Needs- This student has very developed spatial and visual mathematics skills. This student is a very engaged learner. This student could develop presentation skills and participation. He is well liked amongst his peers. Student I Literacy- This student is meeting expectations. Numeracy- This student is meeting expectations. Social responsibility- This student is fully meeting/exceeding expectations. Strengths/ Needs- This student is quick to volunteer for leadership opportunities such as school announcement or school spirit promotion. Student J Literacy- This student is meeting expectations. /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION Numeracy- This student is meeting expectations. Social responsibility- This student is meeting expectations. Strengths/ Needs- This student has recently decrease the effort he puts into assignments. In preparation for high school his parents have given him more independence with completion of assignments and homework. This student is still meeting expectations. Student K Literacy- This student is minimally meeting expectations. She is able to participate with the classroom literacy activities. Numeracy- This student is on an adapted math program. This students IEP for LD which describes her to be at a grade four level. Social responsibility- This student is minimally meeting expectations. Strengths/ Needs- This student is not motivated to complete assignments or participate in class activities. She will often have a reason to sit out for PE or for the school run. With lots of encouragement she will participate. This student responds well to positive reinforcement and acknowledgement. Student L Literacy- This student is fully meeting expectations. Numeracy- This student is exceeding grade level expectations and is current taking grade 8 math as an extracurricular program. Social responsibility- This student is meeting expectations. Strengths/ Needs- This student is an engaged learner but is reserved and unlikely to actively participate unless asked. This student would benefit from encouragement to participate more in class discussions and acitivities. Student M Literacy - This student is meeting expectations Numeracy - This student is meeting expectations Social responsibility- This student is minimally meeting expectations Strengths/ Needs- This student has been making progress this year but recently there have been some behavior needs. These behaviors were addressed with the teachers, parents and administrators. This student may need guidance and support to correct behaviors. Overall this students behavior has improved over recent years and he is doing very well. Student N Literacy- This student is fully meeting expectations Numeracy- This student is fully meeting expectations Social responsibility- This student is fully meeting/exceeding expectations Strengths/ Needs- This student is very kind and socially responsible. This student will proactively ensure other students feel included in the class. Student O Literacy- This student is minimally meeting expectations. Numeracy- This student is minimally meeting expectations. Social responsibility- This student is minimally meeting expectations. Strengths/ Needs- This student has an IEP and an adapted plan as of December 2012. This student has autism spectrum disorder. The current goal for this student is to help her with organization so she may feel more /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION academically successful and having an easier time completing assignments. This student enjoys science and art activities. This student shows great ability and interest in chemistry. She does well academically when support to maintain focus. For Student O the signs of Autism Spectrum Disorder that are apparent are a difficulty with social interaction, at times a disinterested in sharing enjoyment with others, and a loss of social play or language skills. Student O seems to have a difficult time registering social queues and does not often compromise with the other students. Student O is an enthusiastic contributor. Student O believes in fairness. Student O shows strong emotions. Student O is determined and at times unwilling to compromise. Student O shows appreciation with cards and small gifts. Student O tries to make others feel like they belong. Student P Literacy- This student is fully meeting expectations Numeracy- This student is fully meeting expectations Social responsibility- This student is fully meeting/exceeding expectations Strengths/ Needs- This student is an engaged and socially responsible learner. He will take on a leadership role when required. Student Q Literacy- This student is fully meeting/exceeding expectations. Numeracy- This student is fully meeting expectations. Social responsibility- This student is fully meeting/exceeding expectations Strengths/ Needs- This student is always willing to volunteer to fundraise for grade seven activities. She is a very kind and pleasant student to have in the class. Student R Literacy This student is exceeding grade level expectations. Numeracy- This student is fully meeting/exceeding expectations. Social responsibility- This student is not yet meeting expectations. Strengths/ Needs- This student is very intelligent. He can be argumentative, perhaps because he is bored easily with the classroom content. He has shown socially disrespectful behaviors in the past which were quickly handled by the classroom teachers, the parents and the administrators. Student R will always apologize the following day. Student R may require extra challenges to keep engaged in classroom learning. Student S Literacy- This student is fully meeting/exceeding expectations. Numeracy- This student is fully meeting expectations. Social responsibility- This student is fully meeting expectations. Strengths/ Needs- This student is often volunteering for grade seven fundraising activities. This student has a medical condition and cannot participate in moderate to vigorous physical activities. Student T Literacy- This student is fully meeting/exceeding expectations. Numeracy- This student is fully meeting/exceeding expectations. Social responsibility- This student is meeting expectations. He has had some behavior issues but is very receptive to teacher guidance. /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION Strengths/ Needs- This student is very capable but not always motivated to complete assignments to the best of his abilities. Student U Literacy This student is fully meeting expectations. Numeracy This student is fully meeting/exceeding expectations. Social responsibility- This student is meeting expectations. He needs reminders at times to stay motivated. Strengths/ Needs- This student is outgoing. He does very well in physical skills and activities. Student V Literacy- This student is exceeding grade level expectations. Numeracy- This student is exceeding grade level expectations. Social responsibility- This student is fully meeting/exceeding expectations Strengths/ Needs- This student is quick to volunteer for grade seven fundraising efforts. She is a kind student and cares for her peers. Student W Literacy- This student is meeting expectations. Numeracy- This student is meeting expectations. She is receiving outside tutoring support. Social responsibility-This student is fully meeting/exceeding expectations. Strengths/ Needs- This student often volunteers for leadership opportunities such as school announcement or school spirit promotions. Student X Literacy- This student is fully meeting/exceeding expectations. Numeracy- This student is fully meeting expectations. Social responsibility- This student is fully meeting/exceeding expectations. Strengths/ Needs- This student is empathic and aware of the needs of other students. This student occasionally struggles to make it to school on time. There is home and class communication. Student Y Literacy- This student is exceeding expectations Numeracy- this student is exceeding grade level expectations. Student is taking grade 8 math as extra curricular Social responsibility-This student is fully meeting/exceeding expectations. Strengths/ Needs This student is very helpful and responsible. She sometimes seems withdrawn from the other class members, this is likely because the majority of her friends are in the other grade 7 division. Student Z Literacy- This student is fully meeting/exceeding expectations. Numeracy- This student is exceeding expectations, she is taking grade 8 math as an extracurricular activity. Social responsibility- This student is fully meeting/exceeding expectations. Strengths/ Needs- This student is diligent and hardworking. It is clear she is reviewing concepts at home as well as using her extra class time wisely. Student A2 Literacy- This student is fully meeting expectations. /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION Numeracy-This student is exceeding expectations. This student is taking grade 8 math as an extracurricular activity Social responsibility- This student is fully meeting expectations. Strengths/ Needs- This student is very motivated and hard working. She is very talented with physical skills and activities Student B2 Literacy- This student is fully meeting expectations Numeracy- This student is fully meeting expectations Social responsibility- This student is meeting expectations. Strengths/ Needs- This student is not very outgoing, she needs encouragement to participate. This student is very diligent and hard working. Student C2 Literacy- This student is fully meeting expectations. Numeracy- This student is fully meeting expectations. Social responsibility- This student is fully meeting expectations. Strengths/ Needs - This student is very cheerful and keen to help out. Student D2 Literacy- This student is fully meeting expectations. Numeracy-This student is fully meeting expectations. Social responsibility- This student is meeting expectations. Strengths/ Needs- This student is an engaged learner. When this student when partnered with student C he is less productive and responsible then he is when working with individually or with another partner.

YR 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY PART THREE (B.) CLASS REVIEW
Class Review Teacher: Mrs. Peace & Mrs. DeRosa Emerging/ (Not Yet) Class Profile Reading Writing Numeracy Engagement xx xx xx xx Developing (Minimally Meeting) xxx xxx xxxx xxxxx xxx Applying (Fully Meeting) xxxxx xxxxx xxxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxxx x xxxxx xxx Class: Grade 7 Extending (Exceeding) xxxxx x xxxxx xxxxx xx xxxxx xxxxx

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Strengths: This class is full of leaders who are quick to fundraise and promote school spirit. This class excels in leadership. The students from this class are often volunteering and fundraising around the school. This group is motivated to learn. They enjoy hands on activities. The class in general has strong literacy and numeracy skills. These students do well when they can extend their learning by working in groups, presenting and teacher one another. Challenges: Most students are engaged in their learning. However one third of the class is minimally meeting or not yet meeting the expectations. The needs in this class are very diverse. Most students are meeting expectations. As a class they tend not to ask for help when they do not understand a concept. Consistent questioning, checking for understanding and other formative assessment is important. When given time to work on assignments the class needs many reminders to stay on task. A task list at the front of the class can be beneficial for refocusing. Behaviorally as a class reminders are often needed but the students are very receptive. Exceptionalities to consider: There are a few students who are struggling with literacy and numeracy. There is a large gap between students abilities. Some of these students are on adapted plans. The needs in this class are very diverse. Most students are meeting expectations. As a class they tend not to ask for help when they do not understand a concept. Consistent questioning, checking for understanding and other formative assessment is important. When given time to work on assignments the class needs many reminders to stay on task. A task list at the front of the class can be beneficial for refocusing. Behaviorally as a class reminders are often needed but the students are very receptive. Considerations for planning: Engagement and Exceptionality Challenges: For student learning and classroom management it is important that I have engaging lessons. I would like to have plenty of hands on activities so students can be active participations in their learning. It is also important I continue to build relationships with these students and check in with them and learning process. Ongoing formative assessment will be important to ensure all students are engaged in their learning. Goals: What are your main goals this year? (These goals may be based on the strengths and/or concerns, or on an area of interest, or a new grade level or new curriculum. Each teacher may have three or four.) During the five week practicum I want to continue to develop my skills in assessment. I would like to include the students in the assessment process with peer and self assessments. I will provide student with lots of /var/www/apps/conversion/tmp/scratch_6/145569298.rtf
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION descriptive feedback. I will also develop my assessment skills by preparing three practice report cards. I want to increase communication with parents. With the approval of my sponsors I plan to send a letter home. I also want to make sure I am consistently checking in with struggling learner. I want to be sure that I am prepared with meaningful accommodations to meet their learning needs. I would like to continue to build relationships with these students. I would like to connect to them as learners so they are comfortable enough to seek help when needed.

Individual Concerns What are the individual needs in your classroom? Medical Student S is unable to participate in moderate to vigorous physical activities. Language Learning Student A has an IEP and is on an adapted math program. Student B requires extra support with numeracy. Student D requires extra support with numeracy. Student K has an IEP and is on an adapted math program. Student O has an IEP and needs extra support to complete assignments and maintain focus. Socio-Emotional Student A has a case with the Ministry of children and families. Student A has not spent time with her mother or most of her siblings in years. Student K has a case with the Ministry of children and families. Student O has expressed some distress about parental financial situations. She also is emotionally struggling with her parents divorce and the past absences of her mother. Other Building a relationship with students A, O and K is important. Student A has difficult home life and needs extra support. Student B and D will require lots of support and monitor with numeracy.

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YR 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY PART FOUR - IMPLICATIONS FOR PLANNING 1. SUMMARIZE THE MOST IMPORTANT IMPLICATIONS THAT YOU DRAW FROM THIS ASSESSMENT THAT WILL BE OF CRITICAL IMPORTANCE TO YOUR PLANNING AND TEACHING. The class as a whole is very strong academically and responsibly. There are great routines in place. I will appeal to the students strong leadership and sense of community to add relevancy to lesson. Culminating task could be celebrations of learning that allow students to showcase their learning in the schools or put what they have learned into practice. For example for the culminating class for writing childrens stories can be to read them to their grade three buddy class. For science the culminating task could be presenting at a science fair. Management quickly becomes an issue if students are not engaged so many back up activities need to be available. However, students are capable of working independently with support and monitoring. Students work well in groups with research projects and presentations. Students O, A, .B, K, and D will require extra support and monitoring with their learning. Student A is seeking challenge in math. She may need extra lessons and scaffolding. D, B, and O will require lots of one on one check-ins during math. Student D and O may need guidance to remain focused.

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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION I spoke to student O about how she likes to organize and how we can use the strategies she already uses to best suit her. Based on what her preferences are I assisted her in understanding the organization of a binder. I presented the binder as a tool to help the student receive acknowledgement for the work she was doing. I

explained to her why teachers require students to complete assignments and showed her a lesson plan. I pointed out how teachers look for evidence of growth. The binder we used was one that zipped up so that any items that weren't secured in would not fall out and get lost. In the binder each subject and homework assignment has a section. We also made an overdue section at the front of the binder, a completed section and a notices and forms section. I also gave student O extra page projectors to make her own art sections. On the front of the page protectors we wrote in permanent mark the subject name and the scheduled due dates. We also drew a picture to go along with the subject. The main focus of was creating a positive outlook on organization. In the six week practicum I would like to maintain this binder if it is working for the student.

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