Initiatives

LITERACY WITH INFORMATION COMPUTER TECHNOLOGY

Literacy with ICT is currently in the pilot stage for 2006-2007 school year. The intent is to be reporting on student progress by the Fall of 2007.

IN-SCHOOL MENTORING PROGRAM

After a successful two year pilot program, Maple Leaf and Minnewasta Schools have partnered with Big Brothers and Sisters to offer In-School Mentoring to our students. The 2006-2007 year has seen the addition of teen mentors who are currently working in both schools.

LEAPFROG (CLASS SIZE & COMPOSITION)

Through this program, the regular classes are split in half during a portion of their ELA time. This allows for regular and sustained small group instruction. The other students are combined and receive instruction in Science, Physical Education or Music. We are able to offer this program to all Grade 1-3 students in our school for this year. Our hope is that this program will grow to include additional grades in the future.

BUILDING BRIDGES

Maple Leaf School has developed and continues to implement this outstanding Early Reading Intervention Program.

classroom teachers work intensively with a student for a period of 20 to 30 minutes per day for a time frame of approximately 8 to 12 weeks, determined by progress
classroom teacher works in an uninterrupted setting with the student in the classroom while other students are carrying out a quiet teacher directed task, under the observation of a learning assistant
program of intervention is set up by the resource teacher and the classroom teacher after examining assessment data (formal and informal)
time is spent at the first few sessions working with the child on what he/she already is comfortable with in order to learn more about the child's learning style, current use of strategies, and learning needs
actual intervention time draws on elements from successful intervention programs and contains the following:

o focus on whole text and repeated reading of texts chosen from carefully leveled books to meet the child's instructional level (running records kept for new books read)

o direct explicit instruction of reading strategies (self correction, use of picture, context, and phonetic cues...)

o phonemic awareness activities

o dictation of child's story or retelling with the child taking increasing ownership for the writing

o supported risk taking and encouraging the child to verbalize effective strategies

o use of a wide variety of materials to work with letters and word (chalkboards, markers, rubber letters, textured letters, letter cards, plasticene, magnetic letters, etc.)

o the child is included in regular classroom reading instruction as the teacher supports what he/she knows and links it to current instruction, encouraging the child to share what he/she knows

o the teacher uses classroom assessment measures to determine progress in comparison with the rest of the class.