Click on the Inquiry Question links below to see the full survey response and learn what each PLC group is exploring.


  1. How can we create a vibrant and engaging community school where students are excited about learning and trying new things in a safe learning space, mentored by staff and community members, engaged in life-long learning, and connected to the community in meaningful ways 

Can using partial DL and differentiated instruction meet the needs of learners in a
multi-aged classroom?

The team working on this PLC Inquiry consisted of the LST, Primary and Intermediate Teachers, EA, and the Principal (shared with Hornby PLC dates). Because of the diverse needs of the students in multiage classrooms, teachers were exploring the use of DL programs suggested by Navigate Powered by NIDES in an attempt to improve grade level instruction and meet the needs of the diverse learners and learning environment. Because both Denman teachers were new to DL Programs with support from Navigate, teachers Kevin Corman and Marieke Holtkamp offered professional development in the use DL Tools and programs such as Raz Reading, Mathletics and Jump Math, to target the multi-age classes in math, and reading comprehension. The new staff members are continuing to Skype with Kevin Corman to further develop their skills. Both teachers are choosing to narrow the topic for the remainder of the year to focus on reading comprehension with all grade levels.

Describe in relation to the work of the PLC teams in your building, how this work is having a real life impact on student achievement.

This is a comprehensive team approach to using Differentiated Instruction to meet the needs of learners in multi-age classrooms. The team consists of the LST, Primary and Intermediate
Teacher, EA, and the Principal. Baseline data is the DART and the DMA which was collected in November, and will be collected again in May. DL Tools are Raz Reading, Mathletics, Jump Math, and by using additional prep time guided reading and writing instruction is given to multi-age groups to target the low areas in the DART. The use of authentic assessment is guiding the instructional decision making for the teachers of multi-grade classrooms.