Current Route Status

Drumheller In Town

D-01 - Annette
On time
Updated: Nov 6 at 7:41 AM
D-02 - Don
On time
Updated: Nov 6 at 7:41 AM
D-03 - Wayne
On time
Updated: Nov 6 at 7:41 AM
D-04 - Norma
On time
Updated: Jan 12 at 2:02 PM
D-05 -Linda
On time
Updated: Dec 18 at 11:13 AM
D-06 - Joan
On time
Updated: Nov 6 at 7:41 AM
D-07 - Angelina
On time
Updated: Nov 6 at 7:41 AM
D-09 - Jim
On time
Updated: Mar 22 at 12:38 PM
Drum-D - First Student -Sarah
On time
Updated: Nov 6 at 7:41 AM
DRUM-E -First Student - Jackie
On time
Updated: Jan 12 at 2:02 PM
DRUM-I -First Student - Tanja
On time
Updated: Sep 20 at 6:56 AM

Drumheller Out of Town

D-01 Out of Town Annette
On time
Updated: Nov 16 at 12:50 PM
D-02 Out of Town Don
On time
Updated: Feb 12 at 2:01 PM
D-03 Out of Town Wayne
On time
Updated: Nov 6 at 7:41 AM
D-05 Out of Town Linda
On time
Updated: Dec 18 at 11:13 AM
D-06 Out of Town Joan
On time
Updated: Nov 6 at 7:41 AM
D-09 Out of Town Jim
On time
Updated: Mar 22 at 12:38 PM

School Improvement

POSITIVE BEHAVIOR SUPPORT (PBS)

Rational for Behavior Plan
According to the 2011 Accountability Pillar Survey results, Greentree School needs to improve in the areas of Safe and Caring Schools, and Citizenship.  When asked whether or not they felt that students at Greentree School treat each other well, only 63% of parents of grade 4  students, and 72% of grade 4 students  felt that they were.  As well, only 75% of parents of grade 4 students, and 81% of grade 4 students felt that students were treated fairly by adults at Greentree School.  Lastly, only 63% of parents of grade 4 students, 80% of teachers, and 66% of grade 4  students felt that students at Greentree School follow the rules.  As such, we feel that we need to develop a positive behavior support system that would lead to a better understanding of school rules, and a system of interventions to better deal with those students who do not follow school rules

PBS Team
The PBS team consists of  Jody Watson, Angie Walker, Victoria Salvatore, Penny Messom, and Monica Samuel.

Desired Outcomes/Results
To meet the needs of all the students of Greentree School we would like to:

  • Prevent undesired behaviors from occurring
  • Have students understand and implement conflict resolution skills (being able to fix small problems independently, and knowing when to come to staff members for help with solving a problem
  • Have a school wide outline of suggested appropriate consequences for specific behaviors
  • Have a formal written documentation of offences for office and homeroom teacher, with an electronic database to store information
  • Observe teachers who gives a consequence following through with that consequence, and notifying homeroom teacher of the situation
  • See a consistency of consequences throughout the school through the use of a tiered system that outlines consequences with appropriate interventions
  • See a character education program that correlates main virtues with discipline policy
  • See an anti-bulling program embedded within the school

Evidence
When we meet the needs of all students at Greentree School we should see:

  • Less occurrences of behavior problems
  • IPP goals that are successfully met
  • Independent conflict resolution on the playground, in hallways, and in classrooms
  • Staff implementing consistent behavior policy
  • Parents having a clear understanding, and are supporting the behavior policy
  • A character education program where students are using main virtues on a daily basis in classrooms, hallways, bathrooms, and on the playground
  • An anti-bully policy and preventative program

LITERACY

Rationale for Literacy Plan
“Literacy is a set of social practices that help shape our understanding and views of the world.
Literacy is essential for learning; therefore literacy development is integral to teaching.” –
Literacy Futures Report , Queensland Dept. of Education

While Provincial Achievement Test results for grades 3 and 6 are excellent at Greentree School, there is a question about whether or not we are meeting the needs of all students from kindergarten to grade 6.  There is a lack of data showing specific student growth from year to year in reading, writing, listening, speaking, and viewing for the whole school.  There is a lack of    consistency from grade to grade and teacher to teacher with regards to teaching methodology which can lead to gaps in some student knowledge, skills, and ability as they reach the higher grades.  As well, there is a lack of consistency from grade to grade and teacher to teacher in identifying those students with specific difficulties in literacy, and finding appropriate programming to meet their needs.  As such, we feel that we need to develop a whole school literacy plan that would lead to greater consistency from kindergarten to grade 6 in order to meet the needs of all students at Greentree School.

Literacy Instruction Team
The literacy instruction team consists of Laurie Cassidy, Megan Mason, Sue Noy, Lesley Smith, Gina Champigny, Barb Gammie, and Danielle Tolman.

Desired Outcomes/Results
To meet the needs of all the students of Greentree School we would like to:

  • Provide quality instruction that meets the essentials of literacy
  • Reading - phonemic awareness, phonics, fluency, vocabulary and comprehension
  • Writing
  • Speaking
  • Listening
  • Viewing
  • Define what quality instruction looks like in the classroom
  • Match instruction to student needs so that each student attains knowledge, skills and attributes to their best ability in literacy
  • Provide a framework for all staff by listing school-wide programs and resources to assist in the direction of literacy instruction.  This should framework include:
  • An evaluation of resources with their strengths and weaknesses
  • Mentorship for all staff through PLCs, individual partnerships, and cross-grade discussions/meetings
  • Professional development
  • Strategy binders and curriculum related materials (electronic and/or hardcopy)

Evidence
When we meet the needs of all students at Greentree School we should see:

  • Teachers who are confident in their ability to teach literacy to all their students, and can locate required resources
  • Staff sharing and coaching successful instructional methods with each other
  • Resource listings that have been developed and used by teachers
  • Students who are showing signs of engagement and improvement in achievement in literacy.

Literacy Assessment Team
The literacy assessment team consists of Sharon Walker, Ashley Neefe, Nikki Wood, and Stephanie Koller.

Desired Outcomes/Results
To meet the needs of all the students of Greentree School we would like to:

  • Observe measureable growth in reading, writing, listing, speaking, and viewing achievement each year for every student.
  • Develop a continuity between grade levels in expectations in student performance, formative and summative assessment, and tracking in literacy.
  • Increase students awareness of their own learning goals and targets in the area of literacy.
  • Implement common assessment tools in literacy

Evidence
When we meet the needs of all students at Greentree School we should see:

  • Individual portfolios that show evidence of growth, and is passed on to teachers from year to year
  • An electronic recording system that tracks reading, writing, listening, speaking, and viewing results for every student
  • Report cards that consistently correlate to learning outcomes from grades

Literacy - Response to Intervention (RTI)

RTI Team
The Response to Intervention Team consists of Jane Smith, Cindy Gerodo, Korilee Marks, and Adrienne Potter.

Desired Outcomes/Results
To meet the needs of all the students of Greentree School we would like to:

  • See all student meet or exceed the desired grade level outcomes or IPP goals in literacy (reading, writing, speaking, listening, and viewing)
  • Have a systematic and responsive identification procedure and implementation plan to assist all students who are struggling with literacy

Evidence
When we meet the needs of all students at Greentree School we should see:

  • Specific measureable growth attained in a specific time frame throughout the school year based on identified needs/goals for students
  • A whole group diagnostic test that identifies specific learning needs, as well as growth and attainment of objectives that can be administered on an ongoing basis throughout the school year