Herbert Spencer offers its students an outstanding educational experience. A broad, fully supportive group of teachers, specialists, support staff, administrators, individual parents and the parent advisory committee ensure that students are given a rich variety of knowledge, experience and opportunity that supports and encourages them towards excellence in everything that they do.

The school has established a School Mission Statement that states that "The staff at Herbert Spencer will provide a positive educational experience for students. We expect that students will acquire the attitudes, skills and knowledge they require to become successful and contributing citizens. We hope that through our goals we will further develop student's capacities and successes in the areas of literacy, numeracy and social responsibility."

To guide student behavior and interaction, the school has also established a Code of Conduct based on Respect, Responsibility and Relationships. Students are encouraged to conduct themselves in a polite and responsible manner in class, on school property and in all school related activities away from the school to develop considerate and sensitive students who are aware of others’ thoughts, feelings and backgrounds. It is important that all of the community contribute to a positive school environment.

Like all schools in British Columbia, Herbert Spencer is required to develop an annual School Improvement Plan (SIP) to both establish clear goals for the school as well as ensure that these goals are aligned with the District and Provincial objectives. As in past years, the New Westminster School District established three goals for the SIP.

This year’s goals are:

1. Literacy - focused on reading and writing and first established in 2002
2. Numeracy - first established in 2003
3. Social Responsibility - established in 2007

This plan describer’s an approach that fosters an environment where administration, teachers and parents can continuously improve the students’ opportunity for learning and development throughout the grades, helping them strive towards excellence. To do this, this plan has established a number of integrated steps:

• Describe the Goal
• Describe the Data (surveys, measurement systems, tests, graphical analyses) that are used to objectively measure and evaluate student performance
• Detail the grade specific Challenges identified from the data
• Describe the grade specific and general Strategies (teaching systems and curricula) being targeted to work towards student excellence
• Describe the scheduling, people and physical Structures being used to support the Strategies
• Describe the current year’s Conclusions and Recommendations by the School Planning Council

Herbert Spencer Grade 4 students have consistently performed well in both FSA literacy test categories: Reading and Writing. Between 2004-05 and 2006-07, there has been a slight decline in Reading results. These results are shown in the following graph.

FSA results since 2002 show that we have continuously performed well when compared to the province, with the following graph showing the trend by which we have exceeded the provincial average. This graph shows that although our school continues to consistently out-perform the provincial average, there has been a noticeable decline over the past few years.

Spencer’s School-Wide Read and Write data is shown in the following tables:

Kindergarten: letter identification and corresponding sounds, comprehension

• Sounds and Letters—Booklet/Recontexmoi l’alphabet
• Patricia Cunningham "Phonics They Use"—lessons
• "Words Their Way" Picture sorts
• "Phonemic Awareness" Scholastic lessons
• Smart Learning ‘Toolkit’ Strategies used: Building from Clues, Four Quadrants, Split Image, Retell
• High Frequency word list work (list of 24)

Grade 1: sound & symbol relationships, imagery, fluency, summarizing, and phonemics, frequently used words (identifying and writing)

• Journals, SmartReading responses
• Words Their Way daily, Patricia Cunningham, McCracken word work
• Smart Learning Reading Strategies used: Picture clues, prior knowledge, what sounds right, what makes sense, wondering, predicting, feelings, connections to self, world and text, What's Important, Four Quadrants, Project an Image inside your head
• Words of the Week and Word Wall words

Grade 2: generating deeper questions, setting reading goals, imagery, strengthening fluency & effective phrasing

• Literature Circles and Modified fluency log with children to help them set and think about their reading goals
• Oral practice and discussion to help children recognize and develop images as they read
• Daily reading, daily discussion about powerful readers and their practices
• Smart Learning strategies—Discussions, questions readers’ responses and other literature strategies, writing in role, images & questions, A/B partner talk, predicting strategies, Big ideas, main ideas, authors’ meaning

Grade 3: extracting evidence from the story, organizing ideas prior to responding, connecting at a deeper level

• Refer to text and justify opinions through examples and evidence
• Response journal
• Using graphic organizers to organize ideas
• Use A/B partners to make connections with text, Peer tutoring
• Big ideas, main ideas, authors' meaning

Grades 4 and 5: generating questions, reading between the lines (infer), using a personal voice/connection, high inference task, prediction and connection at a deeper level, use of nonfiction text, evidence for justification

• SmartReading
• Grade Group Meetings
• Visualizing—Thinking Like a Photographer learning sequences
• Fluency—fluency logs
• Summarizing—What's Happening, My Thinking, Picture clues, coaching cards

Classroom Summary Analysis for WRITING indicates challenges in the following (Italics indicate steps taken to address these challenges):

Kindergarten: taking the risk to write ideas, invented spelling, adding supporting details to pictures

• developing ideas before writing modeling, shared writing, A/B partners, cloze activities, "Making Words " (Patricia Cunningham), "Sounds & Letters" booklet
• "What’s next For this Beginning Writer?" (Reid, Schultze)

Grade 1: meaning personal, originality, conventions (punctuation), understanding of sentence

• modeling, orally reading their writing, sentence scrambles, A/B partners, "Building from clues' strategy, retelling, rereading written text to make sure it makes sense

Grade 2: developing one central idea/focus, using descriptive language and detail, use of connecting words, rereading and editing, conventions (punctuation and capitals)

• group lessons, editing on chart paper in the morning meeting, teacher modeling, one on one instruction, making words (Patricia Cunningham), peer editing, cloze activities, super sentences

Grade 3: conventions (punctuation, sentence structure and variety), organization of ideas

• "Capturing the Essence" strategy, T-Square for organization, lessons on topic sentences and supporting sentences, conversation/teaching hook, details, images, conclusions

Grade 4: conventions (sentence structure and variety, capitals, punctuation), editing, sequence—flow of ideas, topic sentence and development, developing endings/concluding statements, expanding use detail and descriptive words

• editing lessons, proofreading, peer editing, read aloud to partner, have partner read aloud, proof reading passes, T-Chart, Sequence and flow of ideas, "Writing in Role" strategy, imaging, A/B partners, "Thinking like a photographer" strategy

Grade 5: editing (modifying for meaning or reflection), endings/concluding statements, conventions (sentence construction), development of important ideas, voice, expanding use of detail and descriptive language

• T-Charts, COPS, proofreading passes, big ideas, summary sheets, Beginning-Middle-End, student self-assessment, use of student examples for modeling and peer editing.

• Continue to implement grade level assessment and school-wide data collection and analysis
• Planning learning sequences based on need that build on the eight comprehension strategies developed by the district (i.e. asking questions, imagery, summarizing, inference, making connections to existing knowledge/self, text &beyond) done at school based Pro-D days and in grade group teams at school
• Continue to incorporate SmartReading into classrooms (i.e. fluency logs, class reading logs, imagery, goal setting)strategies determined in areas of need (i.e. Connecting: Building From Clues, Sort and Predict, Think of a Time; Processing: 4 Quadrants, What’s Important and Why, Thinking Yes or No; Transforming: Hot Seat, Writing as an Insider in Role, Quick Write, Character Walk and Talk, increase opportunities of structured talk
• Using connecting, processing and transforming strategies with a variety of texts (teacher modeling and student practice)
• Adhering to protocols for marking. Begin with partner anchoring then individual marking of reads to provide reliability. Use exemplars to guide recording and analyzing reading data twice a year
• Summary sheets are passed to next year’s teacher in September to give them a window into past achievement—These summary sheets are also used by the School Base Resource Team to determine areas of need and ways to support struggling learners
• Using Patricia Cunningham phonics and Words Their Way word work program (sequence of letters and sounds in words, sounds segmented into smaller sounds/chunks, word sorts, integration and application to spelling and reading—encoding and decoding) these foundational skills are important to fluency with reading skills. Phonological awareness activities for early primary as needed, we have a variety of programs which address this
• Providing opportunities to talk and express ideas through oral language activities (A/B partners, Walk and Talk, structured talk time)
• Promoting reading and literature (parent readers scheduled to read in primary classrooms, public librarians visit school, book fair (held once a year) raises generous funds for classrooms, grade groups, library, home reading programs (log sheets), read aloud time teachers modeling strategies as they read (i.e. prediction, what is important about a selection, what is the author message), school library open at 8:30, Scholastic book purchasing in classrooms, Red Cedar Awards program in library to motivate intermediate readers)
• Talking about goal setting and reflection throughout all grades (student led conferences, assessments, SmartReading, individualized and class goals, self-evaluation)
• Continue to facilitate visual thinking with the help of district artist in residence

• Using Patricia Cunningham phonics and Words Their Way word work (sequence of letters and sounds in words, sounds segmented into smaller sounds/chunks, word sorts, integration and application to spelling and reading (encoding and decoding) and attending workshops
• Engaging in explicit teaching of phonics instruction
• Utilizing word study strategies (i.e. Word walls, word wizard, unscramble and making words, reference for writing, spelling)
• Focusing on a set of high frequency words (priority words) at each grade level
• Brainstorming and identifying criteria of what powerful readers and writers do - classrooms have these posted in their room for reference
• Using District Performance Standards for writing as a catalyst for improving achievement
• Maintaining School Wide Writes twice a year
• Referring to exemplars "On the Same Page" for reference to writing sample standards at each performance level—this supports the validity of the assessment
• Providing opportunities for students to write frequently in classrooms for various purposes and audiences such as quick writes, journal or writing books, word banks, published works, word processing of writing, prewriting strategies (brainstorming, webbing), writer’s workshop, writing contests and computer lab files
• Providing opportunities to talk and express ideas through oral language activities (A/B partners, Walk and Talk, structured talk time)

• Scheduling: Release time made available for demonstration lessons (for teachers and non-enrolling staff). Set plans in fall to assess Grade 1 students, discuss results and plan for how to best provide early intervention both in and out of the classroom (alphabet groups, phonemic awareness). Planning opportunities for children to read at their independent reading level (95% accuracy rate) on a regular basis. Planning time for students to engage in reading to develop fluency and independent reading skills (partner, oral, choral, silent, guided, buddy reading, home reading programs, literature circles to enhance reading development and foster reading growth, oral presentations, book talks). Providing all classes with library access and programming (selecting books for a variety of purposes).
• Administration in collaboration with staff: Resources allocated to support school goals and student learning (Benchmark Reading assessment kit, DRA reading assessment kit, literature circle tubs, leveled books for guided reading/student programming, library reference materials for each grade group to use for learning sequence/strategy work, testing materials for resource, upgrade Canadian authors for Red Cedar reading program) Half day release time provided each term for each teacher to compliment district support for half day release to facilitate Reading/Writing assessment
• Reading Coordinator: Principal and Vice— Principal to coordinate assessments and data collection two times per year (Sept/Oct, April/May). Ensure central area to store reading assessment and ensure guided reading materials are organized and monitored by designated staff. Curriculum coordinators coordinate guiding reading materials
• Grade groups: Will discuss achievement levels within classrooms and across grades noting strengths and challenges and plan strategies tailored to the identified skills
• Curriculum Coordinators: There are three in place at the school level at the K/1, 2/3 and 4/5 level. The responsibility is to facilitate needs of their grade group, lead discussions, organize topics or focus for designated grade group time and order resources to meet the goals.
• District Learning Facilitators: The facilitators have been in the schools for reading assessments and demonstration lessons. There is ongoing communication with administration and staff as questions or needs surface.
• District Research Team Members: We continue to have staff members on the various district research teams. There is ongoing communication and sharing with staff.
• School Based Team: Spencer has a collaborative team based model and approach which follows a set process. Counselor, Resource Teachers, Principal, Vice Principal, as well as district itinerant staff bring struggling learners forward to the team for referral and discussion on support
• Non enrolling staff: Resource teachers and the librarian incorporate SmartReading strategies into their programming to align with classroom practices based on student need. Resource teachers help with both reading assessments and work with teachers to help the students who are not yet meeting expectations/minimally meeting (as resource time will allow). Resource teachers and the librarians have attended district in service on SmartReading specific to resource models.
• Professional Development Committee: Work with staff to plan professional development to align school goals and the needs of the school.
• Community School Coordinator: Work with staff on special literacy initiatives (Literacy Week events)
• First Nations support worker: Aboriginal support worker hired for the school (2 days a week) to help support aboriginal students experiencing difficulties in learning through cultural work, academic and emotional support. Coordination with teachers and resource staff to develop annual education plan for students.

• Scheduling: Planning and scheduling opportunities for children to write on a regular basis across curriculum areas. The school has implemented fifty minute periods to support and facilitate the rich learning and conversation of Smart Learning.
• Writing Coordinator: Vice-Principal appointed to coordinate assessments and data collection twice a year (Sept/Oct, April/May).
• District Learning Facilitators: Working with staffs to intertwine reading and writing strategies.
• Non-Enrolling Staff: Resource teachers and the librarian incorporate writing strategies into their programming to align with classroom practices based on student need. Resource teachers help with writing assessments and work with those students not yet meeting /minimally meeting expectations as best they can within the allotted time.

1. Although it has not been determined if the FSA Result trends are statistically significant, observed trends include:

1. The following conclusions have been drawn from the School-Wide Write data:

• Grade 4 School-Wide Write data (unlike the FSA results) does not show any trend of a decline in Writing results.
• School Wide Read results for Grade 1 boys have shown a slight decline in results over the past three years, however as students go through the grades, they regain this decline.

Teachers use their observations of students’ in-class work and their class assessments to understand students’ skills and needs for instruction in mathematics. The implementation of Math Makes Sense, is complemented by our children’s strong foundation in reading and writing and the ability to question at a higher level. The program broadens the understanding of mathematical concepts. However, there are no common school/district-based assessments in math as there are in reading and writing. This makes it difficult to assess and compare achievement across time in a valid manner. With the implementation of a District Math Research team and the participation of three of our teachers on this team, we hope to have a common, district-wide assessment tool available in the future. In the interim we have gathered the following information.

Herbert Spencer Grade 4 students have consistently performed well in the FSA numeracy test category. Between 2004-05 and 2006-07, there has been a significant improvement in Numeracy results (95% to 100%). These results are shown in the following graph.

FSA results since 2002 show that we have continuously performed well when compared to the province, with the following graph showing the trend by which we have exceeded the provincial average. This graph shows that there has been a noticeable improvement over the past few years.

Grade One:

• Word problems are difficult as children are just beginning to read
• Printing numerals are challenging as children are still strengthening small motor movement
• Development of number ‘sense’
• Addition and subtraction strategies
• Skip counting

• Rounding of numbers
• Patterning
• Place value

• Rounding numbers to the 100 place value
• Place value
• Patterning

• Quick rote memory for basic fact computation
• Mental math strategies
• Problem solving
• Patterning (more sophisticated)

Grade Five:

• Subtraction operations
• Higher level number sense understanding
• Literacy based problem solving
• Large number place value

• use assessment tools provided by the Math Makes Sense program for all grade levels
• continue to incorporate math into calendar activities in Primary classrooms
• incorporate Big "5" reviews in math classes (Kim Sutton strategy)
• two teachers are participating in the district research team for numeracy
• facilitate the use of the district math coordinator. Done this September and October
• expose students to a variety of ways to practice basic skills (games, partner work, calculator math, hands on minds on activities, skip counting, mad minute, computer computation web sites or programs, ‘ math’ music)
• use manipulatives to facilitate concept development (pattern blocks, place value blocks, bead strips, calculators, unifix cubes, multilink cubes, colour tiles) at all grade levels
• September ordering to ensure that each class has necessary manipulatives and materials to teach at each stage of the program - done
• use a variety of supplementary materials to reinforce math concepts— discuss this with math coordinator - done
• highlight appropriate math sites on the Spencer website
• review Math IRPs and performance standards, dialogue around appropriate assessment tools within strands

• Scheduling: Timetable is organized in fifty minute blocks. This facilitates extended periods of conceptual understanding as well as adequate time for abstract investigation.
• Administration in consultation with staff: Ensured all classes have manipulatives to provide concrete application of math concepts. Aligning resources and funding to support goals (Math manipulatives, supplementary materials i.e. Math to the Max, completion of Pearson Math order, Math related literature as recommended in Pearson teacher resource) Small story books have been purchased from Pearson to support the connection between math and literature. Complete sets of texts are now in place for primary and intermediate classrooms.
• District Learning Facilitators: To access information needed for implementation of Math Makes Sense program (in-services, hands on learning experiences) 2008/2009 will see the first fully dedicated Learning Facilitator in Math in the district, we have already accessed her time in our first Professsinal Development (Pro-D) day and will follow through with ordering suggestions, etc.
• Non Enrolling staff: Special Education Assistants can help to provide Math programming needs and materials for students. Librarians provide math themed literature to supplement classroom math programmes.
• Pro-D Committee: To plan and provide workshops which support our goal
• School-Based Team: The team is available to discuss any concerns with difficulties in Math and will brainstorm methods to support the child and teacher. They will find materials to support and augment adapted or modified programming.
• Grade Group Planning: Ensures all necessary supplies are available through cataloging what is currently in the school and ordering what is needed by teachers and children

1. Although it has not been determined if the FSA Test Result trends are statistically significant, observed trends include:

• Over the past five years, Numeracy results have shown a significant improvement relative to the provincial average—approximately 7%, with results this past year showing scores more than 15% higher than the provincial average.

While socially responsible behaviour is difficult to measure we are proud that on the 2008 Satisfaction Survey 97% of the grade four children who responded felt that they respect people who are different from themselves, 97% feel safe at school, and 95% know how the school expects them to behave.

The biggest challenge remains the lack of reliable and valid instruments to ‘score’ a child’s socially responsible behaviour—therefore, qualitative data have been used. While it is difficult to determine numerical measures for Social Responsibility, strategies can nevertheless be developed to assist students to learn socially responsible behaviour. In addition, the District Social Responsbility Rubric can assist teachers to talk with parents and students about socially responsible behaviour, and over time can be a measure to track student development in this area.

• Children’s literature cataloged on Follet by the skill/virtue it best addresses. Guide words in the database will allow for easy access to the virtues as they will be cataloged with the ‘virtues language’
• Use of literature and other media to elicit conversations about how characters are interacting, behaving, and problem solving
• School continues to organize using fifty minute periods to facilitate the active engagement of learning strategies in the library.
• 2007/2008 an increase in Library time was allotted to facilitate collaboration… 3 periods (fifty minutes each) per week—provided again in 2008/2009
• The Librarians have taken responsibility for monthly virtues and collaborate with the teaching staff to provide strategies, ideas and teaching opportunities with all classes. The bulletin board outside the library will display the virtue of the month including student work there and throughout the school
• Librarians facilitate school wide initiatives and programs and support the teaching of these programs through the library (May Day, Remembrance Day, Black History Month, Terry Fox, Chinese New Years, etc.)

• The Librarian is the chair of the social responsibility committee

• Code of Conduct posters printed, laminated and posted in all classrooms and strategically throughout the School—updated in the fall of 2008 through facilitation with a staff committee, this will be sent home for review with children. The document has been expanded to be more explicit about expectations and consequences.
• We continue to hold all individuals accountable for their actions and behaviours by referring to the Code of Conduct. Discipline conversations involve looking at Code of Conduct with the child, discussing where they feel they faltered, support needed to realize the goal and a written statement from the child. Each incident in considered individually with the child in mind. It may, or may not, require consultation with parents.
• Social responsibility Pro-D Day in September 2006, binder of resources and articles provided
• Social responsibility Pro-D days in August (3) with Diane Gossen to address the use of restitution as a means to further children’s growth – 2007
• Restitution workshop for parents in April 2008, evening session by Kathleen McDonald
• Run Club facilitator for Grades 3-5, once a week, begins February
• Leadership role of the grade five’s, this has been addressed through the Social Responsibility Committee with many responsibilities being identified for the students
• Lunch time monitoring has been redeveloped and more support is in place to ensure the students in Grade Five have the skills to manage this responsibility
• Student of the Week will now be facilitated by grade group to allow for deeper conversations regarding school expectations, particularly ‘respect’… certificates will still be provided along with cookies and juice. Eagle Trophy is given to the two classes involved each week, one primary and one intermediate.
• The ‘changing faces of Spencer’ display of school and students from past and present—community strength strand
• Keep parents and all members of the community aware of the expectations and virtues valued at Herbert Spencer through assemblies, displays and newsletters—possible link for the web site
• Ensure all new students adjust to their new school community, AO to check in with child and family, student buddy assigned—school handbook given out
• Connection to our friendship school in Uganda, a multitude of strategies are evolving in this area. Children have raised funds, written letters, sent supplies. Five teachers accompanied the principal this year for a three and a half week teaching trip. Library was built and stocked with 600 books. This trip was shared with students through the October assembly on Thankfulness.

• Acknowledge and announce all birthdays of staff and students
• Teach and model socially responsible attitudes and behaviours including: Hallway expectations, staff to consistently reinforce and model respectful and safe hallway walking and positive language
• Lunchtime and eating routines and expectations are made clear and supported by staff
• Playground problems and expectations discussed and problem solved with students in class
• Rainy day activities including intramural games at recess
• Outside activities—SEAs have taken restitution training with staff at summer in-service 2007—Action BC workshop for playground student monitors will contact Action BC for training
• Staff provides useful, descriptive feedback to students about their growth in social responsibility
• Provide disciplinary practices and provide students support that facilitates the development of socially responsible behavior
• PAC—First Light Community Evening to light our Christmas tree –family and community event
• Identity tags worn by staff—Safe Schools initiative
• Fire drills, earthquake drills, review of policy (when available from the district) regarding lock down done by administrators at summer prod days, new policy manual to follow this year.

Kindergarten/Grade One

• Respecting the strength of community through celebration and honouring of May Day
• Using children’s literature and incorporating strategies with a focus on role playing
• Reference to Michelle Borba’s book and the use of ‘helpful/hurtful’ language
• Implementation of Canuck’s "Fin’s Friends" program
• Roots of Empathy with counselor in its third year, trained our EFI SEA this fall to implement in French kindergarten room—this has already begun
• Focus on code of conduct
• Revision of student of the week and choices
• Second Step in-service for new program—all staff have attended
• WITS Program with the New Westminster Police Department—managing uncomfortable situations, the NWPD has been contacted in October and will let us know when they are organized to go again with the project, this will happen in the grade one and three classrooms

Grade Two/Grade Three

• Literature strategies using books with themes of social responsibility
• Second Step
• Six Pillars of Character videos
• Big Buddy time
• Social Responsibility bulletin boards—Terry Fox display, fundraising for playground at Glenbrook, Uganda (Rwentutu school), "The Bullying Stops Here"
• Training for Care Kit/Second Step
• Focus on code of conduct

Grade Four/Grade Five

• "Friends" Program (grade four)
• Class meetings to celebrate virtues
• Lunch room monitors for younger students
• Role playing to model problem solving— Grade Five initiative in year three now
• Salmonid project tied into social responsibility
• Focus on code of conduct
• Grade fives more involved with younger students, mentoring, leadership, playground games, grade one orientation
• Look for acts of kindness projects that are relevant to children, Stanley Park fundraiser after windstorm, Warm Sock and Mitten project for homeless at Christmas, Rwentutu school children connection (Christmas cards have already been sent to the children 07/08!), Red Cross Initiative for Malarial nets, Grade Three initiative for "Westcoast Kids Charity" fundraising, Grade Five art/poetry project to raise funds for Uganda Watoto Orphanages
• Further use Action BC to facilitate senior students sense of responsibility for younger students
• Two grade five classes will again develop ‘book talks’ with socially responsible themes. The students will then present in classes, some may choose a ‘skit’ format to present.
• Roots of Empathy program initiated in Grade Four classroom in 2008. This year the counsellor has implemented the program in the grade five Early French Immersion classroom.

Social responsibility committee plans and provides strategies. We have formalized the school leadership team of teachers who will share the commitment to enhance a socially responsible learning environment for our students. There are presently eight members. Their role will be to assist and support staff through the process of creating their own unique socially responsible learning community and that of the schools as well.

The monthly virtues will be followed and link quite naturally to the school year. Sept: Respect and Responsibility—October: Thankfulness—November: Peace—December: Generosity—January: Honesty—February: Friendship—March: Diversity—April: Caring and Compassion (Earth Day)—May: Community Spirit (May Day)—June: Citizenship (Canada day etc.) September, October, November and December were very successful with classroom initiatives and three assemblies.

• Eagle Life Skills Trophy will be awarded to the classes (Primary and Intermediate) who are chosen as the ‘students of the week’
• Student of the Week— two classes a week will be seen by the principal, grade groups will be easier to discuss code of conduct with as well as the monthly virtue. Stories may be used to highlight
• Social Responsibility presentations will be continued.
• Litter Critter to promote playground pride—grade two’s and three’s will participate
• Lunchroom monitors for Grade Fives (Leadership)
• Morning Message to be coordinated through the library with support from the teachers, this has been in effect since mid September
• Library support with extensive literature to address aspects of Social Responsibility. Literature and strategies regarding social responsibility in library
• School Planning Council (3 parents) very supportive of this goal
• First Nations Worker establishing programs and monitoring the cultural, emotional and academic needs of these students
• School base team meets every week to discuss social, emotional and academic needs of the students. This includes Principal, Vice-Principal, Resource Teachers and Counselor, teachers and support staff as needed
• Safe and Caring School Committee—parents, admin and school counselor—we will continue if there is interest from PAC
• Social Responsibility Committee 2008 (Eight members)
• assemblies to introduce themes correspond with assemblies previously scheduled
• Librarians to organize SR books in bins (and library displays) provide staff with book lists for each month
• The Virtues Project by Linda Popov provides teachers with information and activities for each theme at the beginning of each month
• SR committee to write the "Spirit News" section in the school newsletter to keep parents informed of themes, activities and events happening at our school
• Two members are responsible for gathering activities and strategies for the teachers binders each month.
• Michael Mitchell—booked for Monday, June 22 in the afternoon!! We hope this will be an excellent grand finale to our SR activities and themes throughout the year! CD’s and songbooks will be purchased to use well in advance of the show!
• Spencer School Song— Gr. 5 class presented this to the school at the Terry Fox assembly on Friday, Sep 26th
• Morning PA announcements—Committee to work together to revise original script, figure out how to shorten the overall message, may include quotes, poems, great books in the library, etc….
• Buddy Activities—Committee has discussed with staff and is organizing binder of activities BUDDY walk & talks—A/B partner talk about the monthly theme—this could happen one day during the first week of each month.

1. There are many excellent Social Responsibility programs that are underway at Herbert Spencer. However partially due to the nature of the goal and partially due to its recent implementation, there is little in the way of evaluation tools to determine the effectiveness of the programs.

Principal : ________________________ Tracy Fulton