SD34 Summer School

2017

Elementary & Middle Enhancement

Programs
-Information Package-

STAFF
Carla Danielsson: Assistant Superintendent

Gino Bondi: Assistant Superintendent

Melissa Andrews: Principal

Maralee Lincoln: Vice-Principal

DATES
Summer School: Elementary & Middle School Enhancement Programs
(2017) will run from Tuesday, July 4-21, 2016. School is in session
Tuesday to Friday each week; there is no school on Mondays.

HOURS OF OPERATION
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All programs will run from 8:30 a.m. to 12:15 p.m.
 Table of Contents

Content Page #

Quick Reference Checklist 3

Detailed Registration Process 4
Timeline & Deadline Dates 5
Sites & Courses 6
Online Referral Package 7
Information
Course Descriptions 8-16

Website
The general public can be referred to the Enhancement Summer School
Program
website for further information @
http://summerschool.sd34.bc.ca/elementary.

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 Quick Reference
Checklist
Refer students based on academic need and choose the
course that best meets their individual, academic needs.
Courses with low-enrolment will be cancelled with notice
to all families.

STEP 1- Choose students to refer to Enhancement

Summer School; ask for parent permission to complete
the referral process and confirm availability for the entire
duration of the 3-week, 12-day program. There is NO
deposit needed.

STEP 2- Classroom Teacher completes the online

referral letter with Course Selection & Student Profile
Information; submit by Friday, May 12th; parents full
name, phone number and e-mail will be needed (go to
http://tinyurl.com/sd34referral). *Allow time to complete the full
survey, there is no option to save. Have all student/parent information
ready.

STEP 3- Parents will be contacted via the personal e-mail

provided in STEP 2 to complete the Student Registration
form online; due by Friday, June 2nd (address, contact
information, medical concerns, etc.).

STEP 4- Starting Friday, June 9th, parents will receive a

confirmation of registration for Enhancement Summer
School with all important information/dates. Waitlisted
students will be notified.

STEP 5- Starting Friday, June 9th, schools will receive a

list of all students participating in summer school, as well
as students who have been Waitlisted.

Late submissions will be accepted and placed onto a

Waitlist if space is not available; classroom teachers
complete STEP 1 & 2 by Friday, June 23rd. Parents
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 complete STEP 3 by Thursday, June 29th.

If a parent decides to withdraw their child from summer

school, please have them contact Melissa Andrews @
melissa_andrews@sd34.bc.ca, as soon as possible. Since
the withdrawn childs seat needs to be reassigned,
prompt notification is very important.

DETAILED REGISTRATION PROCESS

1. Summer school candidates are referred by their home school.
Documentation, submitted by the school, must justify the need to
attend (typically, referrals are determined by the childs teacher in
consultation with the LSS, ELL teacher, or the School-Based Team).

2. It is imperative that the Online Student Referral: Course Selection and

Student Profile Information (STEP 2) be correctly completed online
only by the referring school personnel; STEP 3 will be completed
online by the students parent(s)/guardian(s).

3. Should parents who are not in receipt of a referral from the school
wish for their child to attend Summer School, they must speak with
their childs teacher who will determine suitability by
following the consultative-referral procedure described
above. Any documentation completed by non-school personnel and
submitted for registration will not be accepted. This could result in
the child losing priority placement status and remaining unregistered
until registration procedures have been followed - documentation is
completed in-house and resubmitted as required.

4. Registration papers must be received online on or before Friday, May

12th to be considered for priority class placement. During priority
registration, in the event that the number of course requests exceeds
available space, a selection process based on the date of receipt of
the application and/or information submitted in the Student Profile
Information form will determine student placement. In some cases,
various educational departments (i.e. LSS department) shall be
consulted as part of this process.

5. Late Applications: All applications received online after May 12 th will

be considered and every effort will be made to accommodate. There
is, however, no guarantee that late applicants can be placed as the
class may be full. Upon receipt, late applications will be date stamped
and the students name will go on a wait list for the class requested.
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 Should space become available, students on the wait list will be
placed with consideration given to both the date the application was
received and the students needs as indicated on the Online Student
Profile Information form. In certain cases, various educational
departments (e.g. LSS Department) shall be consulted as part of this
process. Late registration closes on Friday, June 23 rd, after which
class lists are finalized and no further applications will be accepted.

6. NO DEPOSIT: Summer School programs will continue to be funded

by the Ministry of Education. There will no longer be a deposit
collected to register students for Enhancement Summer School.
International students will be charged $450 (non-refundable). Please
encourage families to only register their child if they are available for
the entire 3-week, 12-day program. Space is limited and it is
essential that students only attend if they are available during the
entirety of the program.

TIMELINE & DEADLINE DATES

April 24, 2017
Schools will receive Enhancement Summer School information (this
package).

April 24 May 12, 2017

Schools select students for Summer School referral and gain parent
permission/complete the registration form online @
http://tinyurl.com/sd34referral. Late applications will be accepted but will
only be considered if space is still available until June 23, 2017.

May 15 June 2, 2017

Parents complete the Registration form online (address, contact
information, medical concerns, etc.).

June 5 8, 2017
All student applications will be reviewed by Summer School Staff;
waitlists will be created as needed.

June 9, 2017
Starting June 9, successful application lists and confirmation letters will
be sent to schools/parents.

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 June 23, 2017

Final day for late referrals. Students will be placed on the waitlist in
order of the date received or placed into courses that have space.

July 4, 2017:
Enhancement Summer School begins. Courses run from Tuesday-Friday;
8:30-12:15.

July 21, 2017:

Last day of Enhancement Summer School.

SITES & COURSES

Enhancement Summer School- Primary & Middle will run out
of 3 sites:

Site Courses
Headstart 1

Literacy Adventures 1
Literacy Adventures 2
Literacy Adventures 3
Godson Elementary Literacy Adventures 4

Math Adventures 2
Math Adventures 3
Math Adventures 4

Literacy Adventures French Immersion 1/2

Primary Summer Seekers 1-4

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 Headstart 1

ELL Grade1-2 Level 1/2

ELL Grade1-2 Level 3/4
Harry Sayers Elementary
ELL Grade 3-4 Level 1/2
ELL Grade 3-4 Level 3/4

Literacy Adventures 5
Literacy Adventures 6

Environmental Literacy 7
Environmental Literacy 8

Math Adventures 5
Abbotsford Middle Math Adventures 6
School Math Adventures 7
Math Adventures 8

ELL Grade 5-8 Level 1/2

ELL Grade 5-8 Level 3/4

Intermediate Summer Seekers 5-7

Summer Discovery 8-10

ONLINE REFERRAL PACKAGE

INFORMATION
Registration requires submission of a complete online application
which includes the following components:

STEP 1 & 2- School Referral (Teacher)

Parent Permission must be given in order to complete the referral process.
Go to http://tinyurl.com/sd34referral to complete the Online Referral.
Student Information:
Students First & Last Name (same as MyEd; no nicknames)
Gender
Date of Birth
Home School
PEN #
Grade Completed in June
International Student (Cost is $450; non-refundable)
Referring Staffs name/position
IEP Student Profile Information (if applicable):
Classroom/LSS Teacher completes this section with as much
information as possible. IEP is on MyEd, so a copy does not need
to be sent
Course Selection:
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 Select the preferred course and a secondary option
Student Profile Information:
Please provide as much information as possible regarding the
students assessment results, strengths, weaknesses and interests,
as well as any other pertinent information. PM Benchmarks results
are needed.
Parent Information
Parents Full Name, Phone Number, E-Mail address, Parent
Permission

STEP 3- Registration Form (Parent)

Referred students full name, as registered on MyEd; PEN #
Parent Contact Information
Address, Phone Number, E-Mail, etc.
Emergency Contact
Medical Concerns for Student
Acceptance of availability during July 4-21, 8:30-12:15
Notify if withdrawing child, as soon as possible! Before June 29 th, 2017

STEP 4 & 5- Confirmation of Course Registration

Schools and parents will receive notification of student registration into
ESS course.
If a parent decides to withdraw their child from summer school, please
have them contact Melissa Andrews as soon as possible. Since the
withdrawn childs seat needs to be reassigned, prompt notification is
very important.

COURSE DESCRIPTIONS
Enhancement Summer School offers remedial support for school-aged
children in Abbotsford currently enrolled in grades 1 to 8. These programs are
for students who require extra help to meet learning outcomes in basic
literacy and numeracy. Enrolment for these programs is conducted in schools
by referral only, for students who would benefit from extra support in reading,
writing, language, or math. The proposed classes offered for the 2017
Enhancement Summer School: Elementary & Middle Programs are:

ELL (English Language Learners)

[Grades 1-8: Proficiency Level 1-4]
Description Course & Campus

The ELL program is for students whose first language is NOT English and/or who Campus: @ Harry Sayers
speak another language in the home.
Grade level 1-2, proficiency
The ELL classes will be split into various grade levels and divided into level 1-2
proficiency levels at both campuses. Grade level 1-2, proficiency
level 3-4
These programs are intensive language-focused programs geared to helping Grade level 3-4, proficiency

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students develop English skills in oral fluency, listening and reading level 1-2
comprehension, vocabulary extension, and writing formats as representations Grade level 3-4 proficiency
of learning. level 3-4

Students will learn conversational English in social situations. Campus: @ Abby Middle

We will have many international students participating in these programs. Grade level 5-8, proficiency
level 1-2
Grade level 5-8, proficiency
level 3-4

HEADSTART (Entering Grade 1)

Campus @ Godson & Harry Sayers
Description Essential Learning Goals
Outcomes

This is a reading readiness program geared towards A2 Engages in I can talk about my ideas with
kindergarten students who will be starting grade one speaking and others.
in September. listening
activities to I can listen while others share their
It has an emphasis on improving basic letter, word, share ideas ideas.
and sound recognition skills (phonemic awareness). about pictures,
stories, text and I can identify most upper case letters
Students will demonstrate an interest and growing experiences. in the alphabet.
confidence in reading.
B8 Identifies I can identify most lower case letters
Students will improve their reading skills through a most of the in the alphabet.
variety of language-rich guided, group, and letters of the
independent instructional activities. alphabet, their I can match letter sounds to 10 or
sounds and a more letters.
Students will learn that text has meaning. few high-
frequency words. I can read 10 or more sight words.
They will practice their reading skills by recognizing
upper and lower case letters, reading 10+ sight words,
and matching 10+ letter sounds.

To promote engagement in learning, the students

language skills will be focused around three weeks of
personalized, activity-based and differentiated
instruction.

LITERACY ADVENTURES (GRADE 1)

Campus @ Godson
Description Essential Learning Goals
Outcomes

This program is geared to grade one students who are B1, B2 Read I can decode and
reading below grade level. and comprehend text
comprehend using a variety of
The students will demonstrate an interest and growing grade reading strategies.
confidence in reading. appropriate
fiction and non- I can describe and
The students will improve their reading skills through a fiction texts. retell the beginning,
variety of language-rich shared, guided, and independent middle and end of a
instructional activities. B5-B7 Apply story.
reading
The students will learn to comprehend fiction and/or non- strategies I can describe what I
fiction text. before, during learned from reading
and after non-fiction text.
Students will develop reading fluency and learn to apply reading.
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 appropriate reading strategies, such as predicting, using I can monitor my own
picture cues, decoding, and using contextual cues. B12 Recognize reading and self-
and fluently correct.
Vocabulary development will be a part of this program. identify letters,
their sounds, I can read with
To promote engagement in learning, the students literacy simple word fluency.
skills will be focused around three weeks of personalized, patterns and
activity-based and differentiated instruction. some high I can identify, and
frequency associate sounds with,
words. the letters of the
alphabet.

LITERACY ADVENTURES (GRADE 2)

Campus @ Godson
Description Essential Learning Goals
Outcomes

This program is geared to grade two students who are B1, B2 Reads I can read and understand
reading and writing below grade level. level-appropriate books at my grade level.
material fluently
The students will improve their reading and writing (fiction & non- I can decode and
skills through a variety of language-rich shared, fiction texts). comprehend text using a
guided, and independent instructional activities. variety of reading
B6, B9 Uses strategies.
Students will gain confidence reading to comprehend strategies during
both fiction and non-fiction texts. and after reading I can monitor my own
to construct reading and self-correct.
Students will develop reading fluency and learn to meaning (connects
apply appropriate reading strategies, such as & retells). I can use non-fiction text
predicting, making connections, using picture cues, structures to comprehend
decoding, and using contextual cues. C1, C2 Creates text.
personal or
Vocabulary development will be a part of this informational I can read with fluency.
program. writing about non-
complex topics, I can remain on topic
In writing, students will learn to express their ideas including relevant when I write.
clearly through personal narrative and/or details that
informational genres. connect to the I can write using details to
topic. help support my ideas.
To promote engagement, the students literacy
learning will be embedded in three weeks of C10 Uses I use writing conventions
personalized, activity-based and differentiated conventions appropriate for my grade
instruction. (complete simple level.
sentences,
spelling, capitals
and periods).
LITERACY ADVENTURES (GRADE 3)
Campus @ Godson
Description Essential Outcomes Learning Goals

This program is geared to grade three students who B1, B2 Reads level- I can read and understand books
are reading and writing below grade level. appropriate material at my grade level.
fluently (fiction & non-
The students will improve their reading skills fiction texts). I can decode and comprehend
through a variety of language-rich shared, guided text using a variety of reading
and independent instructional activities. B5, B6, B9 Uses strategies.
strategies during and
Students will gain confidence reading fiction and after reading to I can monitor my own reading

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non-fiction texts. construct meaning and self-correct.
(connects & predicts).
Students will develop reading fluency and learn to I can retell the beginning, middle
apply appropriate reading strategies, such as C1, C2 Creates personal and end of a story.
predicting, making connections, using picture cues, or informational writing
decoding, rereading, and using contextual cues. about non-complex I can use non-fiction text
topics, including structures to comprehend text.
Vocabulary development will be a part of this relevant, and developed
program. details that connect or I can read with fluency.
help to explain the topic.
In writing, students will learn to express their ideas I can remain on topic when I
clearly through personal narrative and/or C10 Uses conventions write.
informational genres. (complete sentences,
spelling, grammar, I can include details and
To promote engagement in learning, the students punctuation). examples when I write.
literacy development will be embedded in three
weeks of personalized, activity-based and I use writing conventions
differentiated instruction. appropriate for my grade level.

I am able to self-edit my writing.

LITERACY ADVENTURES (GRADE 4)

Campus @ Godson
Description Essential Outcomes Learning Goals

This program is geared to grade four students B2 read fluently and I can read and understand
who are reading and writing below grade level. demonstrate comprehension of non-fiction texts at my grade
grade-appropriate information level.
The students will improve their non-fiction texts.
reading and writing skills through a variety of I can identify, explain the use
language-rich instructional activities. B6, B9 Uses strategies before of, and use text features: title,
and after reading to construct table of contents, index,
Students will learn to read non-fiction texts by meaning of non-fiction texts: glossary, caption, web, chart,
identifying main ideas and supporting details. identify and use text features picture, and fact box to aid in
to help improve my understanding of non-
To aid in comprehension, students will make understanding. fiction texts.
full use of text features such as captions,
headings, charts and graphs. B11 explain how structures I can comprehend text using a
and features of text work to variety of reading strategies
The writing component of this course shall develop meaning. (decoding, re-reading, using
reflect the reading component. context cues, picture cues,
C2 Writes clear informative syntactic cues).
Students will practice generating ideas on a writing: introduction, detailed
variety of non-fiction topics and learn to middle with examples, I can read with fluency.
construct paragraphs containing main ideas conclusion.
and supporting details. I can include details and
C5 Uses pre-writing strategies: examples in a non-fiction
To promote engagement in learning, the choose a topic/main idea, and paragraph.
students literacy skills will be focused around brainstorm details using
three weeks of personalized, activity-based graphic organizers. I can write topic and
and differentiated instruction. concluding sentences for a
non-fiction paragraph.

I can organize my writing

ahead of time using a graphic
organizer.

LITERACY ADVENTURES (GRADE 5)

Campus @ Abby Middle
Description Essential Outcomes Learning Goals

This program is geared to grade five students who B2 read fluently and I can read and understand non-

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are reading and writing below grade level. demonstrate fiction texts at my grade level.
comprehension of grade-
The students will improve their non-fiction reading appropriate information I can identify, explain the use
and writing skills through a variety of language-rich texts. of, and use text features: title,
learning activities. table of contents, index,
B5/B6/B7 Uses glossary, caption, web, chart,
Students will learn to read non-fiction texts by strategies before, during, picture, and fact box to aid in
identifying main ideas and supporting details. and after reading to my understanding of non-
construct meaning of fiction texts.
To aid in comprehension, students will make full use non-fiction texts.
of text features such as captions, headings, charts I can comprehend text using a
and graphs. B11 explain how variety of reading strategies
structures and features (decoding, re-reading, using
The writing component of this course shall reflect of text work to develop context cues, picture cues,
the reading component. meaning. syntactic cues).

Students will practice generating ideas on a variety C2 Writes clear I can read with fluency.
of non-fiction topics and learn to construct informational writing: I can include details and
paragraphs containing main ideas and supporting introduction, detailed examples in a non-fiction
details. middle with examples, paragraph.
conclusion.
To promote engagement in learning, the students I can write topic and
literacy skills will be focused around three weeks of C5 Uses pre-writing concluding sentences for a
personalized, activity-based and differentiated strategies: choose a non-fiction paragraph.
instruction. topic/main idea, and
brainstorm details using I can organize my writing
graphic organizers. ahead of time using a graphic
organizer.

LITERACY ADVENTURES (GRADE 6)

Campus @ Abby Middle
Description Essential Outcomes Learning Goals

This program is geared to grade six students B2 read fluently and I can read and understand a
who are reading and writing below grade level. demonstrate comprehension variety of non-fiction texts at
of grade-appropriate my grade level.
The students will improve their non-fiction information texts.
reading and writing skills through a variety of I can reference text features
language-rich learning activities. B5-B7 Uses strategies (title, table of contents, index,
before, during, and after glossary, caption, web, chart,
Students will learn to read non-fiction texts by reading to construct picture, fact box) to aid in my
identifying main ideas and supporting details. meaning of non-fiction texts. understanding of non-fiction
texts.
To aid in comprehension, students will make full B11 explain how structures
use of text features such as captions, headings, and features of text work to I can comprehend the
charts and graphs. develop meaning. specialized language of a
variety of text genres using
Subject/genre specific vocabulary development C2 Writes a variety of appropriate reading strategies
will be a part of this program. informational or persuasive (decoding, re-reading, using
writing for a variety of context cues, syntactic cues).
The writing component of this course shall purposes and audiences:
reflect the reading component. clearly developed ideas, I can read with fluency.
supporting details, analysis
Students will practice generating ideas on a and explanations, high- I can include main ideas,
variety of non-fiction topics and learn to impact vocabulary. supported by details and
construct written pieces containing proper examples in non-fiction
paragraphs which include main ideas, supporting C5-C7 Uses pre, during, and writing.
details and clear explanations. post strategies to plan,
reflect, & improve writing: I can write influential words
To promote engagement in learning, the Choose a topic, brainstorm that serve to persuade and
students literacy skills will be focused around details using graphic inform the reader.
three weeks of personalized, activity-based and organizers, and check for
differentiated instruction. sentence fluency. I am becoming more
responsible by planning,
revising, and editing my

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 writing independently.

ENVIRONMENTAL LITERACY (GRADE 7/8)

Campus @ Abby Middle
Description Essential Learning Goals
Outcomes

This program is geared to grade seven and B2 Demonstrates I can tell the main idea of the reading.
eight students who are reading and writing fluency &
below grade level. comprehension of I can list 3 or more supporting details
grade appropriate about the topic.
The students will improve their non-fiction information texts
reading and writing skills through a variety of containing some I can reference text features to aid in
language-rich learning activities. specialized language my understanding of non-fiction texts.
and complex ideas.
Students will learn to read non-fiction texts by I can comprehend the specialized
identifying main ideas and supporting details. B5-B7 Before, during language of a variety of texts.
and after reading,
To aid in comprehension, students will make full uses a variety of I can read with fluency.
use of text features such as captions, headings, strategies to
charts and graphs. anticipate content, I can include main ideas, supported by
construct, monitor, details and examples in non-fiction
Subject/genre specific vocabulary development confirm and extend writing.
will be a part of this program. meaning: main idea
and supporting I can write influential words that serve
The writing component of this course shall details. to persuade and inform the reader.
reflect the reading component.
C2 Writes clear I am becoming more responsible by
Students will practice generating ideas on a informative writing: planning, revising, and editing my
variety of non-fiction topics and learn to introduction, detailed writing independently.
construct written pieces containing proper middle with examples
paragraphs; including main ideas, supporting and conclusion. I can plan and conduct an experiment
details and clear explanations. on a chosen topic.
C5/C6/C7 Uses pre,
To promote engagement in learning, the during, and post I can present to others my researched
students literacy skills will be focused around a strategies to plan, information on a chosen topic.
three-week, environmental-based, unit of study. reflect, & improve
writing: Choose a
topic, brainstorm
details using graphic
organizers, revise and
edit.

PRIMARY FRENCH IMMERSION 1/2

Campus @ Godson
Description Essential Outcomes Learning Goals

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 A reading and writing program geared to Writing: I can sound out words to
assist students to develop their repertoire Recourir diverses strategies, telles spell common French
of skills and strategies in all areas of que la correspondance son- words correctly.
Language Arts (French Immersion). graphie, pour crire correctement
les mots familiers (use strategies I can write simple
Students will participate in a wide variety of such as sound/letter in order to sentences that include
shared, guided and independent reading write correctly high frequency capitals and periods.
and writing activities. words).
Construire des phrases simples en I can write simple
In writing, students will demonstrate the utilisant convenablement la sentences that make
composition of complete simple sentences majuscule et le point (create sense.
with proper punctuation, grammar and simple sentences including
spelling. capitals and periods). I can understand the
books I read.
In reading, students will utilize reading Reading:
strategies (ex. using images) to help make Utiliser divers moyens pour soutenir I can use pictures to help
meaning and improve upon reading sa lecture, son coute ou son me understand what I am
comprehension. visionnage: contexte, reading.
correspondance letters-sons,
Students will also participate in a home indices visuals etc. uses reading I can use different reading
reading program. strategies (ex. Uses images) to strategies to help me
direct and support his/her understand what I am
To promote engagement in learning, reading). reading.
students reading and writing will be Relever dans une histoire les
focused around three weeks of I can answer questions
elements permettant de rpondre
personalized, activity-based and correctly about the books
aux questions qui, ou, quand, quoi,
differentiated instruction. I am reading.
et comment (Is able to answer
certain questions from a story with
regards to who, where, when, what
and how).

MATH ADVENTURES (GRADE 2/3)

Campus @ Godson
Description Essential Outcomes Learning Goals

This math program is geared to grade Says the number sequence (2s, I know my addition facts up to 18
two and three students who need 5s, 10s) forward and backward .
extra practice and support developing to 100. (1000 for Grade 3) I know my subtraction facts up to 18.
number sense and computation skills.
Represents and describes I can add numbers correctly.
Developing number sense through numbers up to 100 pictorially &
skip counting and place value symbolically. (1000 for Grade 3) I can subtract numbers with
practice, and practicing computation regrouping correctly.
skills in both written form and using Recall basic addition and
mental math strategies are the focus subtraction facts up to 18. I can skip count forward and backward
of this program. by 2s.
Use mental math strategies for
Students will review how to skip count 2-digit numerals I can skip count forward and backward
in order, write numbers to 1000, and by 5s.
add and subtract numbers with Add & subtract with regrouping
regrouping to 1000. to 100. (1000 for Grade 3) I can skip count forward and backward
by 10s.
To promote engagement in learning,
math skills will be focused around I can draw pictures to show numbers.
three weeks of personalized, activity-
based and differentiated instruction. I can write the symbol to show
numbers.

I can mentally add 2-digit numbers

(w/o regrouping).

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 MATH ADVENTURES (GRADE 4/5)
Campus @ Godson & Abby Middle
Description Essential Learning Goals
Outcomes

This math program is Express numbers to I know my multiplication facts up to 9x9.

geared to grade four and 10,000 using
five students who need expanded notation (to I know my division facts up to 81/9.
extra practice and support 1,000,000 for Grade
developing number sense 5) I can multiply 2 digit by 2 digit numbers correctly. (Grade 5)
and computation skills.
Use mental math I can multiply 3 digit by 1 digit numbers correctly. (Grade 4)
Developing number sense strategies to recall
through place value basic multiplication I can divide 3 digit by 1 digit numbers without remainders
practice and expanded and related division correctly. (Grade 5)
notation, and practicing facts to 81.
computation skills in both I can divide 2 digit by 1 digit numbers without remainders
written form and using Multiply numbers up correctly. (Grade 4)
mental math strategies are to 3 digit by 1 digit. (2
the focus of this program. digit by 2 digit for I can divide 3 digit by 1 digit numbers with remainders
Grade 5) correctly. (Grade 5)
Students will review
multiplication, division with Divide numbers with I can divide 2 digit by 1 digit numbers with remainders
and without remainders, remainders up to 2 correctly. (Grade 4)
pictorial and symbolic digit by 1 digit. (3
fractions up to one whole, digit by 1 digit for I can show fractions with different denominators can be
equivalent fractions, and Grade 5) equivalent (2/4 = 1/2).
addition and subtraction of
decimals. Demonstrate an I can add decimal 100ths.
understanding of
To promote engagement in equivalent fractions. I can subtract decimal 100ths.
learning, math skills will be
focused around three Add & subtract I can use mental calculations to estimate answers to
weeks of personalized, decimals (Grade 5) multiplication and division problems.
activity-based and
differentiated instruction. Use mental
calculations to
estimate answers

MATH ADVENTURES (GRADE 6/7)

Campus @ Abby Middle
Description Essential Outcomes Learning Goals

This math program is geared to Demonstrate understanding of I can demonstrate understanding of

grade six and seven students who whole numbers to 1,000,000 numbers to 1,000,000 and decimals
need extra practice and support and decimals smaller than one fractions smaller than .001
developing number sense and thousandth
computation skills. I can determine and explain multiples of
Demonstrate an understanding numbers less than 100.
The students will focus on of factors and multiples.
understanding whole numbers I can determine and explain factors of
and decimals, factors and Demonstrate an understanding numbers less than 100.
multiples, fractions and mixed of improper fractions and
numbers, ratio, percent, and mixed numbers. (Addition and I can understand and explain improper
integers. subtraction for Grade 7). fractions and mixed numbers.

To promote engagement in Compare and order fractions I can understand and explain the
learning, math skills will be and decimals to the 1000ths. information presented by ratios.
focused around three weeks of
personalized, activity-based and Demonstrate an understanding I can understand and explain the
differentiated instruction. of ratio and percent information presented by percents.
concretely, pictorially, and
symbolically. I can understand and explain integers.

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 Demonstrate an understanding I can compare and order fractions, decimals
of integers, concretely, and whole numbers.
pictorially and symbolically.
I know and can explain how to add and
subtract mixed fractions with like and unlike
denominators (Grade 7)

MATH ADVENTURES (GRADE 8)

Campus @ Abby Middle
Description Essential Outcomes Learning Goals

This math program is geared A4/A5 Demonstrate an I know and can explain how to convert
towards grade 8 students who understanding of converting between a fraction and decimal.
need extra practice and support between a fraction, decimal,
developing mathematical percent and ratio. I know and can explain how to convert
computation skills. between a percent and ratio.
A6 Demonstrate an
The students will focus on their understanding of adding, I know and can explain how to convert
math skills of converting between subtracting, multiplying & between a fraction, decimal, percent and
fractions, decimals, percents & dividing fractions and mixed ratio.
ratios; adding, subtracting, numbers concretely, pictorially
multiplying & dividing fractions, and symbolically. I know and can explain how to add and
mixed numbers and integers; and subtract fractions and mixed numbers.
modeling & solving problems using A7 Demonstrate an
linear functions. understanding of addition, I know and can explain how to multiply
subtraction, multiplication and and divide fractions and mixed numbers.
To promote engagement in division of integers concretely,
learning, math skills will be focused pictorially and symbolically. I know and can explain how to add and
around three weeks of subtract integers.
personalized, activity-based and B2 Model and solve problems
differentiated instruction. using linear equations I know and can explain how to multiply
concretely, pictorially and and divide integers.
symbolically.
I know and can explain how to model and
solve linear equations.

PRIMARY SUMMER SEEKERS (Grades 1-4)

Campus @ Godson

Description Individual Educational Plan Learning Goals

Outcomes

The Summer Seekers program is Development of academic To be determined

designed for cognitively delayed skills. based on IEPs.
students in Categories A, B, C, D, G, K
who would benefit from learning Development of social skills.
activities designed to develop skills in
the following areas:
- social interaction
- communication
- functional/life skills
- pre-academic/basic academic

This program is limited to 10-12

students and includes teacher and EA
support.

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This program is not for students with
learning disabilities. These students
should be registered in the regular
enhancement programs.

This program has also been difficult for

students who have difficulty with
transitioning to unknown environments
or working with new adults.

For further information, please contact

your LSS Helping Teacher.

INTERMEDIATE SUMMER SEEKERS (Grades 5-7)

Campus @ Abby Middle

Description Individual Educational Plan Learning Goals

Outcomes

The Summer Seekers program is Development of academic To be determined

designed for cognitively delayed skills. based on IEPs
students in Categories A, B, C, D, G, K
who would benefit from learning Development of social skills.
activities designed to develop skills in
the following areas:
- social interaction
- communication
- functional/life skills
- pre-academic/basic academic

This program is limited to 10-12

students and includes teacher and EA
support.

This program is not for students with

learning disabilities. These students
should be registered in the regular
enhancement programs.

This program has also been difficult for

students who have difficulty with
transitioning to unknown environments
or working with new adults.

For further information, please contact

your LSS Helping Teacher.

SUMMER DISCOVERY PROGRAM (Grades 8-10)

Campus @ Abby Middle

Description Individual Educational Plan Learning Goals

Outcomes

The Summer Seekers program is designed Functional skill development in I can communicate
for cognitively delayed students in daily living routines and what I want and need.
Categories A, B, C, D, G, K who would communication.
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benefit from learning activities designed I can use my big and
to develop skills in the following areas: Functional skills development small muscles in my
- social interaction in physical exercise and daily activities.
- communication socialization.
- functional/life skills I can listen to other
- pre-academic/basic academic Develop relevant language people and respond to
exploration across theme their questions.
This program is limited to 10-12 areas.
students and includes teacher and EA I have learned life
support. skills that will help me
at school.
This program is not for students with
learning disabilities. These students I have learned life
should be registered in the regular skills that will help me
enhancement programs. at home and in the
community.
This program has also been difficult for
students who have difficulty with I can follow through on
transitioning to unknown environments or the step I needed to
working with new adults. complete any task.

For further information, please contact

your LSS Helping Teacher.

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