From the School District #34 Website
South Poplar Traditional Elementary School is an alternate program operating within the public school system. The prescribed curriculum and regulations of the British Columbia Ministry of Education, Skills, and Training are followed, with an emphasis on a consistent, structured approach to instruction. Clearly defined standards of academic achievement and behaviour characterize the school's approach.
Other
elements of the program are:
• a major focus on content and skills development
• emphasis on all aspects of language development including phonics, spelling, grammar, and whole language
• differentiation of subjects with some coordination between topics
• prescribed scope and sequence
• standardized tests
• authentic (performance) assessment
• encouragement of meaningful parental involvement
• homework policy from Grade 3-5
• dress code
Traditional Choice in Education
The
Ten Tenets
Sept. 21, 2007
Ten Tenets at South Poplar
1. Consistent structured approach that maximizes class time
• Routines - special weekly activities are posted on our school calendar
• Schedules planned for back-to-back activities (ie. Computers then library)
• Classrooms are organized
• High expectations for discipline/behaviour (ie. South Poplar Citizen Pledge)
• Field trips, videos and class celebrations have a strong link to the curriculum
• Strategies are used as tools for classroom management
• Assemblies are celebrations of success or have a strong link to the curriculum
• Structured and well organized transition times
2. Strong focus on academic achievement
• Specific targets/goals in the core subject areas (LA and Math)
• Homework is assigned and completed at each grade
• Formal and informal assessment is recorded and tracked
• Special programs are integrated into classrooms (ie. Gifted, LA, ESL)
• Workbooks are used for Math and Phonics practice
• Performance standards is the “structure” that drives assessment practice
• Academic Success is celebrated (ie. Assemblies for Student of the Month and Honour Roll)
• School Plan is built around improving reading comprehension
• Strong parent support (ie. helping in our classrooms)
• Alignment and consistence in expectations for student behaviour
• Staff consistently attend professional development activities as a group
• Provide opportunities for incentives to be given for academic achievement (ie. Math Hall of Fame, Honour Roll, End of Year Awards)
• Learning services and administration provide additional classroom support (ie. literacy and numeracy)
3. Teacher directed instruction
• Clear expectations for behaviour
• Independent work
• Effective skills in communicating
• Implements strategies to check for understanding of learning targets
• Students are in rows
• Carpet area is used in primary classes as a starting point for instruction
• Cooperative learning is limited, a stronger focus on independent work
• Tools are used to enhance lessons (ie. projectors)
• Guided practice and modeling are essential for student success
4. Regular skills assessment
• Math - drills, quizzes
• Reading - PM Benchmarks, Star, Gates, AR, quizzes, RAD, Informal Observations
• Writing - Samples collected, Performance Standards
• Daily work is marked
• Teacher made tests
• Grade teams meet to compare student work
5. An emphasis on solid literacy skills
• Balanced Literacy Program - Guided Reading, Whole Language, Silent Reading, Buddy Reading, Home Reading, Phonics etc...)
• Reading strategies are taught (ie. connect, question, visualize, infer, transform)
6. A regular homework policy
• Daily homework written in front of agenda
• Daily math homework book
• Daily reading program
• Daily spelling
•Home reading program
•Reasonable & consistent amount
•Students and parents are held accountable
•Agendas are signed by parents
•Teacher/parent contracts
•Follow up/consequences
•Homework notices lead to an in-school suspension
•Scheduled tests
•Homework checks for accuracy and completion
•Homework marked quickly to provide feedback
•Gym strip recorded and letters sent home for infractions
7. A clearly defined code of behaviour
• Clearly outlined expectations
• Rules are posted
• Consequences
• Consistency
• Common language
• Virtues
• Pledge
• Communicate expectations to parents
• Parent support
• Positive reinforcement
• Super Person Awards
• Student of the Month
• Walk on right side of the hallway
• Stand to greet adults
• Sing the national anthem every morning
• Walk quietly in hallways
• Uniforms
8. A dress code
• White tops/blue bottom
• Shirts tucked in
• Clean
• Cotton shirts & pants
• Leggings allowed
• No open toed shoes
• No coats in class
• Well groomed
• No name brands visible
• No jewelry in PE
• Infractions/parent signatures
• Uniform checks
• Crest on sweater
9. A safe environment
• High expectations for behaviour
• No bullying policy
• Conflict management
• Correcting without criticism
• All students can achieve
• Adaptations provided
• Teacher Assistants provide additional support
• Nut Aware
• Lock down procedure
• Fire drill
• Teacher and parent supervisors outside
• Doors are locked
• Visitors sign in & volunteers are checked
• Earthquake drill and kits
• Attendance
• First aid attendant
10. Parents as partners
• Home to school reading program
• Parent helpers in the classroom and in the gym (coaches)
• Newsletters (school and class) sent home
• Newsletters translated into Punjabi
• Tests sent home
• Communication with parents via e-mail, phone and casual conversations before and after school
• Meet the Teacher Night
• Parent/Teacher conferences
• PAC
• Literacy nights for parents and students