School Plan

Action Plan for Learning

Blacklock Fine Arts School

Academic Excellence Through Artistic Experience

School Context
  • Blacklock is part of the Langley Secondary Family of Schools and is situated in Langley City.
  • Blacklock is ‘A Leader in Me’ school, where the staff believe that every person is a leader.
  • Blacklock offers an integrated fine arts program to students in Kindergarten through Grade 5.
  • The students work in learning pods where the BC curriculum is taught through dance, drama, music and visual art and the Seven Habits of highly effective people.
  • Lessons and units are organized around themes, providing learning experiences for all students that are meaningful, engaging and inter-connected with each art form.


Blacklock Elementary School Student Population – October – 2015

Total Number of Students               244

Male                                                    116

Female                                                128


Aboriginal Students                                    29

Male                                                    14

Female                                                15


Special Education                            21

Male                                                    11

Female                                                10


English Language Learners           5

Male                                                    1

Female                                                4


Inquiry Question: Year #1

If we give students access to iPad mini’s as a tool to record their own stories in pictures and in words, what effect will it have on their oral language; their story telling; their reading; their comprehension when listening to stories?

  • Rationale: The staff have specifically developed this inquiry question to support the implementation of the ‘Leader in Me’ and are looking for ways to give students practice with the Seven Habits.
  • The staff continue to be concerned about the low reading scores at the grade 2 and 3 levels and are hoping that thru using technology to record children’s stories and then share them with a larger audience, they will practice the necessary skills to be successful.
  • Helping students find their voice is a school wide initiative. Our staff is meeting regularly to collaborate on ways to give our students leadership opportunities.


The following school data is used to inform the school’s inquiry question:

  • Cohort data for K and grades 1 and 2 in reading levels using Fountas and Pinnell.
  • Teacher observations and qualitative data.



  • By the end of Kindergarten, grade 1 and grade 2, all students will be fully meeting expectations with literacy.


Actions: What are we going to do in Year #1?

  • Professional development around use of technology and specifically story workshops will be afforded to all staff.
  • Faye Brownlee: Ignite a Passion for Literacy will be attended by a team consisting of the Resource teacher, SEA, Administrator and three primary teachers.
  • Explore relevant District resources and utilize the support of District staff.
  • Use the principles of teacher inquiry and questioning to move their practice forward.


What will we use to measure our success?

  • Formative and summative assessments.
  • Student engagement.
  • Teacher satisfaction.


What resources do we have or need?

  • The school desperately needs additional iPads as we currently have 30 for a student population of 250.
  • Staff will create a Rubrics and checklist needed to facilitate the process and collect data.
  • Release time for teacher leaders to share their knowledge with their colleagues.


How are we increasing our staff capacity and collaboration?

  • Staff have agreed to use the School Improvement day, Professional Development days and all Collaboration times to focus on building capacity to insure that we support all of our learners in achieving grade appropriate reading levels.
  • Providing support by our digital literacy coach and District staff.


How are parents becoming partners in our efforts?

  • Parents will receive training and materials to support the implementation of The Leader in Me and the Seven Habits of Highly Effective People. The goal being that all stakeholders have a common language and set of principles for guiding our students.


Inquiry Question: Year #3

How can Blacklock Fine Arts integrate the Arts Curriculum and Pedigogy to best support our early learners who come to school with very low readiness and grade appropriate academic competency?


  • Rationale: The Staff have specifically developed this inquiry question because many children are entering Kindergarten and the higher grades with very low readiness skills.
  • Much staff time is spent teaching the children “how” to learn, before teaching them “what” to learn, even as they progress into the higher grades.
  • There continue to be pockets of students at each grade that have been falling behind because of this difficult start in their learning.


It is evident that an increasing number of students arrive in Kindergarten without some of the basic skills needed to progress at school. Basic skills such as listening to an adult, following very simple directions/instructions, being respectful, being able to sit still and make eye contact appear to be lacking. Last year, when teachers were asked the question, “What is the school’s greatest instructional need?” the early primary teachers answered with, “The development of readiness skills. Many children in K, Gr. 1 and 2 are not ready and prepared to learn when they come to school.” Baseline data (assessment of readiness skills in K/1 and review data Gr. 2-5) will be again collected in Sept. and Jan. This will allow the tracking of cohort data over time. Improved achievement and progress reports will be gathered and collated in May at each grade level.


The following school data is used to inform the school’s inquiry question:

  • Cohort data for Gr. 1 – 5 students – literacy skills – reading and writing
  • Foundation Skills Assessment (FSA – Gr. 4) 2010 – 2015
  • Classroom reading levels – Fountas and Pinnell
  • Report Card marks and comments
  • Teacher observations and qualitative data – data collection charts



  • By the end of each Grade level, 90% of students will be Fully Meeting (FME) expectations with literacy skills, reading and writing.

Actions: What are we going to do in Year #3?

  • Professional Development, with focus on Early Literacy, K, 1 & 2 – 3.
  • Promote academically structured morning until 10:45 – K – 3.
  • Continue to use Raz-Kids (literacy app on the iPads). Invite students to Raz Kids Club 3 mornings a week before school.
  • Continue with the Mind Up program and development of a school wide language program and self regulation skills.
  • The staff will continue to address the importance of developing specific strategies that will emphasize and promote literacy in the arts.
  • The Leader in Me – developing leaders in all students.
  • Send a Team to the Faye Brownlee sessions in 2015/2016.

Continue to Implement the following strategies in Kindergarten, Grade 1 and 2:

  • Mind-up – instructional support from Anne Midzain
  • Grade 1 – continue with Reading Recovery.
  • Continue Home Reading program K – 3
  • Continue Reading With Seniors – Gr. 1, 2, 3.
  • Daily 5.


Continue to Implement the following strategies K – 5.

  • Use the class set of iPads to their fullest potential working towards our literacy goal.
  • Raz-Kids used to support and enhance literacy Gr. 1 – 5.
  • Pod Shows will focus on Literacy Initiatives and Learner readiness as a performer and artist.


What will we use to measure our success?

Continue using:

  • PM Benchmark Assessments
  • Kindergarten, Grade 1, 2 & 3 Teacher observations and Qualitative Information
  • Classroom assessments in Literacy at each grade level K – 5
  • Grade 4 FSA


What resources do we have or need?

  • Staff will create the rubrics and checklists needed to facilitate process and collect data – for both reading progress, iPad usage and learner readiness.
  • Funding to provide release time for Pod planning and curriculum development.


How are we increasing our staff capacity and collaboration?

  • Collaboration time is provided. An additional 45 minutes for each pod, to facilitate integrated curricular / fine arts planning with a focus on literacy and arts integration.


How are parents becoming partners in our efforts?

  • Continue to promote a whole school home reading-program with incentives and expectations communicated and celebrated with parents via website and assemblies.
  • Continue with home-school connections – RSL, Reading Challenges, Buddy Reading, Langley Book of the Year, Reading With Seniors, Raz-Kids at home.
  • Provide parents with workshops re Daily 5, Mind Up and The Leader in Me.



READING DATA (Grade 2 – collected at the end of May)

Reading Scores Total # of Students
# @ Level 18 or less Not yet or Minimally Meeting (%) # @ Level 19 or above Meeting or Exceeding (%)
May 2010 41 4 9% 37 91%
May 2011 48 6 12% 42 88%
May 2012 46 6 13% 33 87%
May 2013 42 5 19% 37 81%
May 2014 % %
May 2015

Blacklock Fine Arts Elementary

5100 - 206 Street, Langley
BC, V3A 2E5
Phone: 604-530-3188
Fax: 604-530-9726