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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

YR 4 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
1. 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 School District 69 (Parksville/Qualicum). The school is outside French Creek.
Students come from surrounding communities and the population is around 450 students. Students bus,
walk, bike, and are picked up and dropped of by parents.
2. What are the important economic bases of the community?
The important economic bases of the community are farming, logging, and fishing. Most students come
from homes where both parents work.
3. 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 school is very diverse and includes students from Asian, First Nation, and Caucasian backgrounds.
Understanding students cultural and ethnic backgrounds is important and critical to understanding my
students.
4. 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 majority of the school is Caucasian.
There are a significant percentage of Aboriginal students. The total school is approximately 450 students.
5. 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). The mission and priorities of the school include
creating a safe school that is open to parents and the community, a positive learning environment, and a
school where everyone is treated equally.
6. In what ways are parents involved in the school?
Parents are involve in the school through the PAC, parents pick-up and drop-off, parent-teacher meetings,
and parents being invited to specific events in the school and classroom; for example, assemblies,
presentations, etc.
7. How would you describe the relationship/connections between the school and the community?
The community is welcome and active in the school; however, all visitors to the school must check in at the
office. Guest speakers, visitors, and presenters are present in the school. Criminal record checks are
necessary for people to be present in the school.

SCHOOL CONTEXT. (Contd)


8. How are the grade levels structured? (How many are combined classes, e.g. Gr. 2/3?) What types of special
programs are there?
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The school is a French Immersion School. Most classes in the school are single grades; however, there are
mixed grades as well. There are First Nations drumming and dancing, band, choir, and woodworking
programs available at the school at various times for the students that are interested. Most programs take
place before school and after school.
9. What is the Code of Conduct or a school-wide system for discipline and behavior management in your
school? Briefly describe it and give some examples of how it would impact decisions in the classroom.
Students are expected to respect other students and the school. Students are also expected to behave in a
respectable manner. Expectations are specifically set in each classroom; students and teachers collaborate to
develop class rules and expectations, which are often hung in the classroom and followed based on what
was agreed on as a group.
10. What are the routines for taking attendance? How is this recorded and delivered to the office?
The attendance folder is picked up form the office in the morning and after lunch and is taken by the teacher
and returned to the office by a student. The student is usually selected by the teacher based on the class
duties and jobs.
11. What is the school policy for those who are late?
Students who are late to school are expected to check in at the office and get a late slip to bring to the
teacher before going to class.
12. When are students permitted to be inside the school? In the library? Gym? Computer lab?
Students are permitted to be inside the school following the first bell at 8:50, unless they are in band, choir,
etc. Students must be outside during the morning, recess, and lunch.
13. When you are in charge you will need to respond to emergencies according to plans defined by school. Find
out the schools emergency policies.
a) What is the policy regarding Fire drills?
The teacher has an orange folder for emergencies. Students and teachers are expected to practice on own
time and as a school to review expectations. Students leave the class in a straight line and meet away from
the school at a designated spot, which is the school field.
b) Earthquake drills?
Teachers and students practice earthquake drills regularly. Students go under their desks and count to 60,
follow instructions from the principal and teacher. Students exit the school as a precaution for building
damage.
Specifics: If your sponsor teacher is not in the room during an emergency you will need to know:
Where is the first aid kit? First Aid kit is kept in the teachers desk.
Who is the designated First Aid person at the school? If someone has an accident at the school, what needs
to be done? There are two specific teachers designated as the First Aid people at the school. The parents and
teachers are called when needed.
Where is the class list kept? The class list is kept on the teachers desk, back of room, and at the office.
When and how will children leave the room? Children leave the room in a straight line when the teacher
says.
What is the policy about talking and running? Students are expected and instructed not to talk and/or run in
the hallways. Who closes the doors and windows? Do you have any special duties? Where is the meeting
spot after the evacuation? The doors and windows are closed by the teacher or student asked by the teacher.
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The meeting spot is in the field away from the school.
14. How do I contact the school office if there is a child-related emergency?
There are usually two adults in the classroom at all times, so if there was an emergency one adult would stay
with the class and one would go to the office. If there were only one adult in the room, the teacher would
send a student runner to the office, which is close to the classroom.
15. If a child becomes sick at school, what are the routines and policies involved with contacting parents,
contacting emergency numbers, going home, etc.?
If a child becomes sick at school, they will be sent to the sick room in the office. The secretary would
contact the parents of the child and if the parents are unavailable, the child will stay in the office until
parents are available or until the end of the day.
16. Where are the specific medicines kept that are administered to students while they are at school? Who is in
charge of this?
The specific medicine that is administered to students at school is an epi-pen. Both teachers, the EA, and
myself have been shown the epi-pen trainer, and the specific student carries it at all times.
17. 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, aboriginal support workers 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 are approximately 7 EAs that are designated to certain classes and students. There are 2 secretaries, a
vice principal, principal, teacher in charge when principal/vice principal is unavailable, librarian, aboriginal
educator/support worker, district speech and hearing specialist, and special education (for specific students).
What educational specialists come to the school and what are their responsibilities? How do you access their
help if a child needs these services? There are EAs assigned to students requiring extra help and attention.
Teachers can request additional assistance if needed.
18. 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?
If a teacher feels that a student requires a specific and additional service, the teacher speaks directly to the
principal and the principal connects the teacher to the needed worker; for example, an EA, specialist, etc.
19. When are staff meetings held? Who attends them? How is the agenda formed? Will you be able to attend?
Staff meetings are held every 2 weeks and all staff is expected to attend. A specific staff committee forms
the agendas for each meeting.
20. Who provides playground supervision? When is outdoor/indoor supervision provided? Playground
supervision is provided by designated teachers to specific zones based on dates, times, and sections of the
school. Supervision is required on all zones of the school at all times, while students are outside and inside.
21. If there are bus students at your school, what are the school bus procedures? Bus supervision requirements?
Students go outside to the buses at the bell. There are 3 buses that come to the school. Supervision is
required by specific teachers at various zones.
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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION


22. What technology resources are available in the school (i.e., digital projectors, computer and mobile labs,
mobile devices, smart boards, internet and wireless access)? What are the procedures for accessing these
resources? How do you access technical support?
There are minimal forms of technology available at the school. There is no computer lab; however, there is a
class set of laptops available. Most classes have projectors. Teachers bring personal laptops in most
classrooms. Each classroom has approximately 1 computer for student and teacher use. There is Wi-Fi
available.
23. What are the district and/or school guidelines with respect to technology use? Obtain and read the schools
Acceptable Use Policy (AUP) and social media policy (if available).
Wi-Fi is closely monitored by administration and there is limited access. Each user must have a specific log
in to use the computers and Internet.

Yr 4 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? The teacher gives the following directions on the collection of materials,
including: students volunteer to collect, the teacher personally collects materials, and the teacher asks
students to hand materials in directly to her when complete. The three strategies are used frequently and are
repeated.
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?
Students distribute materials. There are two students who are assigned tot he job for half the school year.
Supplies are located at the front of the class on tables. Students gather own supplies and extra supplies when
necessary.
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.)
Bathroom and drink breaks are given to students when they ask the teacher and students are dismissed one
at a time. There is a class sign-in/sign-out sheet for bathroom and drink breaks. Students are only dismissed
at appropriate times. Students are dismissed at recess and lunch after their desks are clean and the bell rings.
Students line-up at the door to move to different areas of the school, including the gym.
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?
Students are expected to raise their hands before speaking. Only one person is expected to talk at a time
during the lesson. Also, a talking rock has been used during discussion circles.
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 sponsor
teacher monitors on-task behavior by circulating through the room during lessons and activities. She moves
near off-task students as a subtle reminder. If necessary, she pauses lesson if there are disruptions and waits
for quiet.
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6. How are transitions from activity to activity managed? Take note of the time given and
movement involved.
The teacher allows an opportunity for students to clear desks and go to lockers for needed materials, if
required. 5 minutes or less is usually given in between lessons and transitions.
7. What are the teachers responsibilities when a student is absent?
The teachers responsibility when a student is absent is to complete the attendance so the secretaries are made
aware which students are absent.
Interaction and discipline:
8. How does your sponsor teacher get the attention of the class? Note as many strategies as you can identify.
My sponsor teacher gets the attention of the class using the following strategies: hand-clapping rhythm,
chime/bell, use of voice (Eyes on me), countdown, music, pause for silence, and a quieter bell used when
students and teacher are gathered in a circle.
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?
The students that will offer the biggest challenges will be the students will designated learning disabilities
and IEPs. Also, students that struggle with writing output and math skills, which will make lessons
requiring writing and math activities challenging, as students are more difficult to engage and keep on task.
10. How does your sponsor teacher deal with disruptive behavior? 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.
My sponsor teacher deals with disruptive behavior by calling on students directly or generically saying,
Boys at the back table, or I hear some noise coming from the back of the room. Teacher repositions to
the part of the class where the disturbance is coming from. The teacher outlines and reminds students what
behavior is necessary or required if needed.
11. If you have not noted this above, how does your sponsor teacher deal with conflict between two students?
This may not happen while you are observing, but discuss this with your sponsor teacher.
If it is consistent, she will separate the two students desks permanently to avoid further issues. Otherwise,
students will get a warning and can be sent to a separate table to work quietly.
Housekeeping
12. What are the procedures for keeping the classroom and cloakroom tidy? Note directions about picking up
paper, straightening desks, putting books away, etc. There is no cloakroom in the class, as the students have
lockers that they use throughout the day. 5-10 minutes are given at the end of the day for cleanup time.
13. 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?
Students have specific jobs that they applied for at the beginning of the year and again in the middle of the
year. The list is posted on the chalkboard and students know their jobs and what is expected of them. There
are 3 displays used for students work, including in the classroom and the hallway. Displays are changed
every 3-4 weeks.
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Homework & Timetables
14. 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? No homework is given to the students, aside
from a home-reading program, which requires students to read at home and compete the log with their
parents/guardians assistance. Information is kept in planners and parents initial for completion.
15. 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 teacher assigns books for home reading and
parents monitor it for completion by initialing it. Books are used from the class collection and are
monitored by the teacher.
16. 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
17. 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?
Portfolios are kept for each student with specific IEPs, accommodations, diagnoses (if applicable), and
learning challenges/needs. Teacher and parents decide on the specific info that is kept in the folders.
18. How does your sponsor teacher keep track of student assignments and evidence of learning?
My sponsor teacher keeps track of student assignments and evidence of learning by keeping all
assignments in duo tangs, binders, and folders, which are kept at the front of the class for the teacher to
check and assess.
19. 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? Marks and assessments are kept in the
teachers binder. Information is used to track completion, effort, peer-review, test, and home reading.
Marks for report cards are derived from this specific information.
20. What other types of assessment do you see the teacher using in the classroom?
The various additional forms of assessment the teacher uses includes peer-review, self-assessment,
completion, effort, and how well each student meets explanations based on the quick-scale.
21. Include a rough sketch of your classroom and a seating plan for use when teaching and working in the
classroom.
22. What other information will help you during your school experience?
- IEP information
- What type of learner each student is (visual, auditory, kinesthetic)
- Reading/writing levels for each student
- Math levels

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YR 4 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.
1- Strong in literacy, although resistant to read. Low numeracy (emotional when doing math tasks), social when
wants to be but pushes others away when upset. Strength in assisting teacher with tasks. Currently being
assessed by a counselor.
2- Good at reading. Low writing, literacy, and numeracy output. Social with a select few in the class and very
withdrawn and shy at times. Strong with one-on-one interactions. Has a diagnosed LD.
3- Good in literacy and numeracy. Highly distractible with any other students in the class and often becomes
off-task. Requires frequent reminders to stay on-task. Very social, but can be very emotional at times. Strong in
numeracy and all other subjects when focused and determined.
4- Strong in all subjects. Strong leader and role model for other students.
5- Low in literacy and numeracy. Very rarely writes fully on own, without assistance. Often requires assistance
with writing. Works well with others and is very compassionate. Has a diagnosed LD.
6- Strong in literacy and numeracy. Very good at spelling. Highly distractible by other students in the class.
Frequently found out of desk and needs constant reminders to stay on-task. Kinesthetic learner.
7- Strong in literacy and numeracy. Can be distracted by others, but works very well during individual work
time. Socially responsible and strong role model for other students.
8- Low in literacy and numeracy. Very hesitant to complete any academic tasks and gets overwhelmed easily.
Draws and doodles frequently and needs constant reminders to stay on-task. Currently being assessed.
9- Low in literacy and numeracy. Requires additional time to complete tasks. Often requires assistance with
reading and writing. Diagnosed with a Psych/Ed disorder.
10- Good in literacy and numeracy, but very hesitant to complete any tasks on own. Often requires assistance
with writing. Socially works well with others at times, has had issues with being too physical and hurting
others. Diagnosed with FASD/Chronic Health.
11- Low in literacy and numeracy. Very distracted by others. Emotionally struggles and has challenges in
controlling anger. Currently being assessed and sees a counselor weekly.
12- Very strong in all subjects. Extremely responsible role model for other students and is willing to help others.
Strong in sharing opinion, thoughts, and feelings.
13- Strong in literacy and enjoys writing when given writing tasks. Struggles somewhat in numeracy. Can be
easily distracted. FASD/Chronic Health diagnoses.
14- Good with literacy and numeracy. Works well with others. Supports struggling students frequently.
15- Strong in literacy and numeracy. Very shy, but has been opening up. Works well with others and is a strong,
reliable role model.
16- Strong in numeracy and literacy. Easily distracted and overly emotional in some situations. Works well with
others, but can also have issues when working with others.
17- Good in literacy, low in numeracy. Extremely emotional on a daily basis, but works well with others
recently diagnosed as epileptic.
18- Strong in literacy and numeracy. Strong role model for other students. Works very well and on-task in-group
settings. Very responsible and reliable.
19- Strong in literacy and numeracy. Very distracted and constantly drawing and fidgeting. Needs constant
reminders to stay on-task.
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20- Strong in literacy and very strong in numeracy. Strong role model for other students and works very well ingroup settings.
21- Good in literacy and numeracy. Can be distracted at times and outspoken. Expressed emotional struggled in
certain situations.
22- New student, transferred from overseas. Strong in literacy, even with language barrier. Very strong in
numeracy. Eager to help others who need it and is a very strong role model.

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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

YR 4 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY


PART THREE (B.) CLASS REVIEW
Class Review
Teacher: Mrs. Heinrichs, Mrs. Hung
Class: Grade 5
Classroom Strengths: What are the strengths of the class? What are the positive things about this group
as a whole?
As a whole, the class is very emotionally invested and shows a great amount of compassion for their
classmates and teachers. The class also succeeds most in hands-on and kinesthetic activities.
Classroom Needs: What are your concerns about the class as a whole? What do you wonder?
My concerns with the class are their tendency to allow their emotions to get the best of them. Often,
students react to changes in the schedule and unexpected events by becoming emotional, irrational, and
sometimes crying. I wonder if their home-lives are reflective of this behavior.
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.)
My main goals for this year are to take the methods and strategies that I am taught in school and
practice it in my practicum classroom, such as management strategies, transitions, lesson variation and
adaptations, etc.
Decisions: What decisions will you make based on the information gathered?
Using this information that I gathered, I will adapt each lesson that I teach based on the needs and
abilities of each student, so they can receive the most from each learning experience.

Medical

Individual Concerns
What are the individual needs in your classroom?
FASD/Chronic Health- 2 Students
Spina Bifida- 1 Student
Epilepsy- 1 Student
Nut Allergy (Uses Epi-Pen)- 1 Student

Language

N/A

Learning

LD- 2 Students

Socio-Emotional

Psych/Ed- 1 Student
Waiting for Assessment (Counseling, Social Work)- 3 Students

Other

N/A

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VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

YR 4 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 most important implications that I draw from this assessment that will be critical and important to my
planning and teaching is developing a firm understanding of the individual learning needs of each student in my
classroom. My class consists of many different examples of emotional and learning needs, which is why it is
essential that I develop an understanding of how each student learns best. In order for me to provide the best
teaching for my students, I need to ensure that I adapt and provide various extensions for each of my students
who require lesson variations and adaptations. This assessment also allows me to develop realistic expectations
for each of my students abilities in different subjects and understand that all of my students will not be on the
same level academically and may not be at the level expected for their grade level; for example, one of my
students is currently reading at a grade 2/3 level.

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