YR 5 PB PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART ONE - SCHOOL CONTEXT

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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? It is
located close to suburban family communities that are within walking distance. There are 2 school
busses that pick students up from surrounding areas.

2. What are the important economic bases of the community? _The socio-economic status of the surrounding
communities are mixed, although the majority are medium to high.

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?
Most students come from economically strong families, but there are diverse backgrounds.

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. There are 450 registered students. The most
highly represented ethnic group is caucasian, and there is very little cultural diversity within the school and
surrounding community.

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 formal and informal mission of the school is to
be safe, fair, and kind.

6. In what ways are parents involved in the school? There is a PAC. Parents do fundraising and volunteer in
classes.

7. How would you describe the relationship/connections between the school and the community? The school is
only 4 years old, so the relationship is still being built. However, the school as a good reputation and is
highly supported/supportive with the community.

SCHOOL CONTEXT. ( cont’d)

8. How are the grade levels structured? (How many are combined classes, e.g. Gr. 2/3?) What types of special
programs are there? There are only a few split classes. The grades are Kindergarten through grade 7. There
are programs and clubs for students at recess.

9. What is the ‘Code of Conduct’ or a school-wide system for discipline and behaviour management in your
school? Briefly describe it and give some examples of how it would impact decisions in the classroom.
Teachers are required to be respectful to students and respect their confidentiality. The teacher is obliged to
follow the local and provincial code of conduct. In the classroom, behaviour management needs to be
handled with respect and relationships should be built on trust.
10. What are the routines for taking attendance? How is this recorded and delivered to the office? Attendance is
taken in the morning after school starts and after recess at lunch. The attendance sheets are delivered to the
office secretary by a student (special helper).

11. What is the school policy for those who are late? Students who are more than 15 minutes late must check in
at the office and bring a “late slip” to their teacher from the office.

12. When are students permitted to be inside the school? In the library? gym? computer lab? Students can only
be inside the school when classes are in session or of the weather is bad. Students can only be in the gym,
library, and computer lab when they are instructed to be by their teacher.

13. When you are in charge you will need to respond to emergencies according to plans defined by school. Find
out the school’s emergency policies.
a) What is the policy regarding Fire drills? All windows an doors should be closed. Exit out the classroom
door. Grab the backpack and clipboard by the door. Students should leave in an orderly fashion, no running
or excessive talking. After exiting the school, teachers should lead their students to an assembly area which
is well back from the main building. Class lists must accompany the supervising teacher and an attendance
check is made when students are assembled. When the attendance check is complete, a runner is sent to the
secretaries. When it is safe, everyone may re-enter (the signal is 3 whistles).

b) Earthquake drills? Issue “Duck and Cover” order and immediately take cover under or beside desk,
counter or tables. Face away from windows. Assume “Crash” position on knees, one hand clasped over neck
or head with book or jacket, the other holding onto the furniture. This posture must be such that the most
vulnerable areas (the neck and chest) are protected. You are responsible for the safety and care of your
students during and after an earthquake. Ensuring your own safety first is of paramount importance. Count
aloud until the shaking and rumbling stops. Earthquakes rarely last longer than 60 seconds and counting is
calming. In an actual earthquake, students should continue to count until shaking stops. After the shaking
stops, count to 60 again. This allows time for items to finish falling. If the teacher is injured, two student
monitors should have designated authority to give instructions. After the second count to 60, instruct
students to check carefully for injuries and dangerous objects such as broken glass before moving and
standing up. Instruct students to evacuate. (Use the evacuation route indicated on the attached map). The
teacher or designated monitor should take the classroom safety kit when leaving the classroom. Students
should ensure that they have their bags and coats. They should then walk in single file with shoes on. Do not
wait for instructions from the office. Teachers are to follow the route prescribed on the map of the school.
Be prepared, if any evacuation routes are blocked due to earthquake damage, to calmly, but firmly lead
students to and alternate route. Evacuation routes must: avoid overhead wires that may have broken during
an earthquake, and must lead directly away from the building to open areas. All personnel must walk slowly,
shuffling their feet to ensure no debris is underfoot and look up, down, left and right for dangers. Secondary
earthquakes or after-shocks may occur prior to or during evacuation. Students should face away from
windows and “Squat and Cover” “Duck and Cover” is not advised, as the ground may be littered with debris
from the initial shock. Lead class to the assembly area. (Field)
Specifics: If your sponsor teacher is not in the room during an emergency you will need to know:
Where is the first aid kit? In a backpack on the teacher’s 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 is a nurse at the office.
When and how will children leave the room? Immediately if there is a fire, or after 60 seconds if there is an
earthquake. No running or talking is permitted.
Who closes the doors and windows? Do you have any special duties? Where is the meeting spot after the
 evacuation? It is the teacher’s duty to close the doors and windows. The meeting spot is the sports field
behind the school.

14. How do I contact the school office if there is a child-related emergency? There is a phone in the classroom
to call the office with. If I am unable to go to the office myself, I can send sticky notes with messages
already written on them (help needed, emergency, 911, etc) with a student to deliver to the office.

15. If a child becomes sick at school, what are the routines and policies involved with contacting parents,
contacting emergency numbers, going home, etc.? The secretary has the emergency contact numbers for
students and are responsible for handling students when they are unwell.

16. Where are the specific medicines kept that are administered to students while they are at school? Who is in
charge of this? The medicines are kept at the nurses station beside the office and are administered by the
secretary.
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 education assistants, 2 secretaries, a counsellor, 2 Learning Services staff members, a Speech and
Language worker, a principle, a and a vice principle, There is also an Indigenous Liaison.

What educational specialists come to the school and what are their responsibilities? How do you access their
help if a child needs these services? Requests for additional assistance and support can be made through the
principle or vice principle.

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? The school-based team members change depending on what the child needs. The speech and
language worker attends most meetings, as well as special ed teachers and counsellors. Requests must be
made online to the district.

19. When are staff meetings held? Who attends them? How is the agenda formed? Will you be able to attend?
Staff meetings are held 2-3 times per month on Mondays before school starts. All staff attends them and are
run by the principle. I have attended one so far._

20. Who provides playground supervision? When is outdoor/indoor supervision provided? Supervision is
provided by EA’s and teachers before and after school, as well during recesses.

21. If there are bus students at your school, what are the school bus procedures? Bus supervision requirements?
There are 2 busses. The after school supervisors provide supervision until the busses leave, which is
approximately 15 minutes after the school day ends.
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?
Each classroom has a projector (both a mobile one and immobile one), two laptops, and wifi. There are
iPads for classes to share. Tech support needs to be requested to the principle who will then arrange for
someone to help.

23. What are the district and/or school guidelines with respect to technology use? Obtain and read the school’s
 Acceptable Use Policy (AUP) and social media policy (if available).
The schools’ guidelines are as follows: “Students are to refrain from unsafe use of computers, cellular
phones, cameras and/or other communication/wireless devices. Technology is expected to remain in the
school during our recesses.”

Yr 5 PB 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?
When students are finished their work, they bring it to their teacher to check it. She keeps their work when it is
finished in their portfolios. For work that they need to bring home, they put it in a red basket. These routines
happen often and were practiced at the beginning of the year, so the teacher does not have to be specific
with instructions or repeat them. Sometimes, the teacher asks the special helper to collect the materials.

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? The distribution of materials is
often done at the beginning of the day before students arrive. The teacher puts work that needs to be done
that day on their desk. Distribution of materials is also done by the special helper who usually chooses one
friend to help.

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.) To line of up at the door at the
end of the day or for recess, the teacher asks some students to go first (if they are quiet, clean, ready, etc.).
Students ask the teacher for permission to use the bathroom or get water verbally. When students need to
gather at the carpet, the students sing a song. They sing the song once and then whistle the melody of the
song once. All students need to be at the carpet by the time they are done whistling.

4. How does the teacher guide discussions? Are formal rules being observed?
Students are required to raise their hand before they talk. She usually lets each student have one turn to talk.

5. How does the sponsor teacher monitor on-task behaviour? 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 teacher has
strategically placed students’ desks so that the students who will need the most assistance with tasks are at
the end of rows. She then easily moves around the room monitoring students and giving assistance when
needed. She also sometimes pulls students aside to a table to work with them.

6. How are transitions from activity to activity managed? Take note of the time given and
movement involved. The transitions are normally quite relaxed. Students are instructed what they will be
learning next and where they are to go to work on that activity. Often, they have workbooks at their desks to
get started on the new activity right away.

7. What are the teacher’s responsibilities when a student is absent?

The teacher makes sure she sets aside any handouts or homework that the student will need to catch up on
work. The teacher marks the student absent on attendance that is given to the secretary.

Interaction and discipline:

 8. How does your sponsor teacher get the attention of the class? Note as many strategies as you can
identify. The teacher uses the strategy “1, 2, 3, eyes on me.” She also uses wait time frequently.
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?
There is one student who is quite antisocial. He does not like to work with other students. The teacher often
lets him self-regulate by lying down when they are at the carpet, or standing at his desk. He is also allowed
sometimes to not work with a partner or is paired with someone he is comfortable with. There is another
student who is a jokester. The teacher struggles with him as he is sometimes rude and has a hard time
staying on task. There are two students who are not allowed to spend time together in the class. If they
spend time together, they need to stay in for 5 minutes at recess.

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. For the last 10 minutes of each day, the teacher puts on
music and the students are required to stack their chairs and clean their desks. After each activity that
involves various parts of the room (reading corner, centres), the students are expected to put away anything
that they have used.
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?
____There are no systems in place for these procedures. There is a special helper each week, but they are not
required to do the cleaning.

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? There is homework sent home if the students do
not complete their work in class. Also, homework for spelling words and practice for math or spelling tests
are sent home to be practiced. The teacher keeps track of who returns their homework or not.

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 marks the students work alone or with
the class. She expects students to do corrections either in class or at home for homework. There is a reading
program in the class. Students can bring books home, and they get a sticker for each book that they read.
They place their sticker on a chart. When they complete the chart, they get a metal. There is buddy reading
and silent reading in class. The teacher keeps track of the books that they read to make sure they are
developmentally appropriate.

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? The teacher does not
yet have a portfolio for each child. However, the teacher keeps a binder with all work and notes for each
child in the binder. Homework, test results, and any observations that the teacher feels is important to the
students’ learning is kept in the binder.
18. How does your sponsor teacher keep track of student assignments and evidence of learning? The teacher
has a binder for the students’ work. She also has a checklist for the homework, etc.
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? The teacher keeps a binder with all
information on assignments, homework, test marks, benchmarks, and various observations in it. This
binder information is used for report cards, to track progress, and for parent-teacher conferences.

22. What other information will help you during your school experience?

The staff here are very supportive and happy to provide assistance when needed. The learner traits of the month
are not school wide, rather up to each individual teacher.