Summary
Highlights
Judy Welch McCorquodale describes Fraser School as a place that values inclusion, making everyone feel accepted and part of a team. The school's theme, 'geese flying together,' symbolizes the importance of shared leadership and collective effort for success, highlighting that everyone must work in the same direction to achieve their goals.
Teacher Tom Jacques explains his connection to the community, living locally and getting to know families. He emphasizes early intervention, conducting pre-screening for special needs at the beginning of the year to proactively address concerns with parents and implement strategies for a successful school year.
Alex's father, George Wilson, recounts Alex's initial behavioral issues and academic struggles at a previous school. He praises Tom Jacques for his direct communication and guidance, which helped him understand Alex's needs and how to support him at home, leading to significant improvements in Alex's reading, writing, and accountability.
Judy Welch McCorquodale acknowledges the increasing diversity and greater needs of students, despite limited resources like additional staff or funding. Fraser School committed to utilizing existing resources—teachers, consultants, reports, and parents—to create strategies that would help more children by working differently with what they have.
The staff developed an 'Intervention Time' system, twice a day, where students not needing extra support go to activities like reading with the Principal, while small groups of students who need targeted help remain in the classroom with a teacher. Harvey Hiob notes that this structured time ensures students are engaged in constructive and educational tasks, which has led to all his students meeting grade-level expectations.
Carol Mott introduces 'Dragon's Den,' a reading club designed for all students, including bookworms, struggling readers, and those without home reading opportunities. Students take attendance and read with partners or teachers, who circulate to encourage fluency, expression, and comprehension. This initiative provides an extra opportunity for children to engage with reading in a supportive environment.
Carol describes her very challenging Grade 1 class, with a high number of boys, students with severe behavior issues, speech problems, fine motor difficulties, and those new to English. She shares the story of Lloyd, a student with severe processing and behavioral issues, who initially struggled to stay in class. Carol implemented numerous modifications, such as learning goals for success, peer buddies, and creative workarounds like verbalizing answers before writing, and receiving immense praise.
Judy encourages celebrating small progress, reminding that significant improvements can come from modest steps, like a child focusing for longer or writing more. She emphasizes that teachers can empower students by offering choices in how they demonstrate understanding, thereby maintaining the child's dignity and ensuring successful learning experiences for both students and teachers.