ÉCOLE MOTHER TERESA SCHOOL 2017-2018 SCHOOL IMPROVEMENT PLAN
Principles of Practice Vision: We honour our children. We provide a safe and secure environment. We live and proudly proclaim our Catholic Christian faith. We provide quality education in a Catholic environment. We pray as an educational community. We practice servant-leadership. We focus on our mission through clarity of purpose. We value our staff. "Nurturing The Spirit, While Feeding the Mind - Nourissant l'esprit, en dirigeant l'intellecte" Mission: École Mother Teresa Catholic School philosophy is based on the teachings of our namesake and hero, Saint Teresa of Calcutta. The spiritual, academic, and emotional needs of every child are at the forefront of all that we do. The school community welcomes the input from our parents and recognizes them as their children s primary advocate and educator. The school and families work in union for the ultimate success of all children. With the contribution and support of Our Lady of the Assumption Parish, we strive to provide the highest quality Catholic education to every child in our school. As a Catholic school, we endeavor to foster within each child the Christian values of the Catholic Church and to encourage the application of these values in the child s daily interactions with others. Through permeating Christ s teachings in our curriculum, applying the Eight Characteristics of Catholic Identity, and infusing the Christian values in our words and actions with parents and children, we see every member of the community as a valued and precious child of God. It s our mission to provide the highest quality Catholic education to every child we serve in a safe and caring environment. With the cooperation of our families and our parish, we take great pride to set an example of excellence and unlimited potential for all. School Profile École Mother Teresa School is a unique school in Red Deer Catholic Regional School. Located in Sylvan Lake, it is part of a multi-campus facility with École Fox Run School of the Chinook's Edge School Division. Our schools run independently of each other, but we do share common spaces - these include 3 full-size gymnasiums, a fine arts center, a foods and fashions lab, and a building and construction lab. We also work in team during all safety procedures to ensure we are keeping the entire building secure. 1
For the 2017-2018 school year, École Mother Teresa School, has 458 students from grades 4 to 9. We have 162 elementary students, 296 middle school students, with 135 of those students enrolled in French Immersion. We offer a full range of academic and exploratory courses including health, band, foods, musical theater, outdoor education, recreational education, construction, hockey, and we will soon introduce cosmetology and sewing. Students can explore technology in our visual arts and project based learning classes, and explore their artistic side through our art, photography, and videography courses. We have students completing grade 9 and 10 math through St. Gabriel's accelerated math program and also compete annually in Science Olympics In response to our division focus on LIFT, our timetable has been designed to provide as much support as possible for our inclusion/literacy/numeracy focus, providing co-teaching environments and modifying our collaboration time. The staff of École Mother Teresa School is enthusiastic and committed to providing the greatest support for all students to ensure continued success. Our primary mission is to always spread the Good News and make Christ known to every student. Trends & Issues at a Glance École Mother Teresa School is a dynamic, vibrant, safe and caring school community with a great deal of opportunities for students and staff alike. The current population of École Mother Teresa School is 458 students. The community of Sylvan Lake continues to be transient, yet our family base remains fairly consistent with many new families wanting Catholic education for their children. École Mother Teresa School will continue to work with École Our Lady of the Rosary School to celebrate the many benefits of transitioning to a Grade 4-9 Catholic school and to alleviate any student and parent concerns. We are very proud of our French Immersion program and the rich enhancement it brings to our school culture. A challenge we face at times is being able to efficiently and effectively access French speaking teachers and substitute teachers. To align with district priorities and respond to our school provincial achievement results, our Middle School LIFT team has expanded providing more support to improve student academic achievement as well as to build capacity within our school. Through collaboration and modelling, we are keeping our at-risk and at-promise students at the forefront; by knowing each learner at a deeper level, we are improving their literacy and numeracy skills. With enhanced literacy and numeracy approaches comes improved success in all subjects, and this continues to be a schoolwide focus at École Mother Teresa School. We have created an environment focusing on a growth mindset, ensuring that all learning partners seek solutions and see possibilities. We have extended our learning to include the four agreements which state be impeccable with your words, 2
don't take anything personally, don't make assumptions, and always do your best. This has aligned with growth mindset. 3
Accountability Report Card Measure Category Measure Mother Teresa Current Result Prev Year Result Prev 3 Current Year Result Average Prev Year Result Prev 3 Year Average Achievement Improvement Overall Safe and Caring Schools Safe and Caring 93.2% 96.5% 92.8% 89.5% 89.5% 89.3% Very High Maintained Excellent Student Learning Opportunities Program of Studies 94.3% 94.1% 88.9% 81.9% 81.9% 81.5% Very High Improved Excellent Education Quality 95.3% 96.9% 93.1% 90.1% 90.1% 89.6% Very High Maintained Excellent Drop Out Rate 0% 1.2% 0.8% 3% 3.2% 3.3% Very High Maintained Excellent High School Completion Rate (3 yr) n/a n/a n/a 77.9% 76.5% 76.1% n/a n/a n/a Student Learning Achievement (Grades K-9) PAT: Acceptable 83.9% 87.2% 86.2% 73.4% 73.6% 73.2% High Maintained Good PAT: Excellence 19% 17% 18.7% 19.5% 19.4% 18.8% Intermediate Maintained Acceptable Student Learning Achievement (Grades 10-12) Diploma: Acceptable Diploma: Excellence Diploma Exam Participation Rate (4+ Exams) Rutherford Scholarship Eligibility Rate n/a n/a n/a 83% 82.7% 83.1% n/a n/a n/a n/a n/a n/a 22.2% 21.2% 21.5% n/a n/a n/a n/a n/a n/a 54.9% 54.6% 53.1% n/a n/a n/a n/a n/a n/a 62.3% 60.8% 60.8% n/a n/a n/a Preparation for Lifelong Learning, World of Work, Citizenship Transition Rate (6 yr) n/a n/a n/a 57.9% 59.4% 59.3% n/a n/a n/a Work Preparation 94.3% 95.3% 85.5% 82.7% 82.6% 81.9% Very High Improved Excellent Citizenship 91.3% 95.3% 90.3% 83.7% 83.9% 83.6% Very High Maintained Excellent Parental Involvement Parental Involvement 88.4% 89.2% 82.5% 81.2% 80.9% 80.7% Very High Maintained Excellent Continuous Improvement School Improvement 94.6% 95.8% 92.3% 81.4% 81.2% 80.2% Very High Maintained Excellent Division Goal: Nourished by grace and a personal relationship with Jesus Christ, we joyfully embrace, 4
live, and teach the Gospel spirit. What this goal means for our jurisdiction: Shout joyfully to God, all you on earth. Sing of his glorious name; give him glorious praise. (Psalm 66:2) Division Outcome D1: Each individual in our school community is immersed in a spirit of Communion with Christ and through catechesis, experience a maturation in his or her profession of faith. Performance Measures: Current Results Average D.1.1 I believe that all members of our community are provided with 99.3% 100% (2 Yr) opportunities to learn about the Catholic Faith. D.1.2 I believe that members of our community have gained an understanding 96% 97% (2 Yr) of Sacramental Life and the meaning of Liturgy. D.1.3 I believe that our schools promote moral formation in response to the 97.3% 98% (2 Yr) message of the Gospel. D.1.4 I believe that our school communities have brought members to a deeper relationship to God through an understanding and participation 95% 95% (2 Yr) in prayer. D.1.5 I believe that our school communities demonstrate Christian 92.7% 93% (2 Yr) Community. D.1.6 I believe our students are empowered with a 'missionary spirit' to be transformational in our society. 97.3% 98% (2 Yr) AERR Comments Our focus last year was to ensure that we were using the language of a "missionary spirit" showing how we can impact on a local, national, and worldwide scale. Strategies: Evidence: Next Steps: Continue to transform our school in the area of the 6 Tasks of Catechesis. Living a moral life - Our Tuesday evening Youth Group is attended by 3 staff members who support our Youth Minister in evangelizing to over 80 middle school students. Believing - Monday morning staff prayer ends with an invitation for intentions, allowing our staff to share their challenges, thankfulness, and Spring religion retreats are being organized by our Faith coaches and grade level staff with the support of our Youth Minister. Encouraging staff to embed or increase the practice of sharing intentions in their classrooms, so that our students can foster their relationship with Christ and one 5
responses to the realities of life with God and our prayer community. Celebrating - Opening Mass with parish priest took place September 15, 2017, Thanksgiving celebration October 5, 2017, and Remembrance Day November 8, 2017. Sacred Space for our grades 4-5 students is focused on the Fruits of the Holy Spirit. To strengthen our faith community, family groups made up of elementary and middle school pairings collaboratively plan and lead celebrations. Praying - Morning announcements are rotated through the students by class to allow for student voice in individual prayer. Sacred Space is implementing prayer walks, reflective journal prayer time, prayerful art, and stillness through meditative music. Living in Community - Sacred Space for our grades 4-5 students contains activities designed to build a trusting family environment through talking circles and a strong sense of community through mindful prayer. Middle school students are collecting items for the food bank and for the Shoebox Campaign. Our Hands of Mother Teresa servant-leadership group has formed a team of student ambassadors who will create a welcoming environment for all who are new to or visiting our school community. Living in Solidarity - Staff dress-down donations went to the Sylvan Lake Refugee Foundation or to Ecole Mother Teresa families in need. Our Hands of Mother Teresa servant-leadership group has formed a team of students committed to planning school, local, and global service initiatives. another in faith. Follow up with staff November 24, 2017. 5 Masses and 7 Celebrations are scheduled throughout the remainder of the year. Our Division Chaplain will be attending 2/7 Celebrations. An end of the day blessing to be said 2/5 days a week will be implemented in January 2018. Our Hands of Mother Teresa student ambassadors will be prepared to greet families at our Advent concert. In term 3, they will provide tours for new families and greet new students. 6
Division Outcome D2: All of our school communities are authentically Catholic. Performance Measures: Current Results Average D.2.1 I believe that I am a child of God and seek Him in my life. 97.7% 97% (2 Yr) D.2.2 I believe the Catholic Faith provides a framework for life and learning. 98% 98% (2 Yr) D.2.3 I believe the Catholic Faith is permeated into our curriculum so that 91.3% 91% (2 Yr) contemporary culture is critically evaluated in light of 'the truth'. D.2.4 I believe the staff of RDCRS witness to others a life lived in relationship 96.3% 97% (2 Yr) with Jesus Christ. D.2.5 I believe our students, staff, and parents are honored as distinct and unique but brought together in a spirit of communion. 90% 94% (2 Yr) AERR Comments We worked towards understanding and implementation of the 5 Marks in all areas of our school. We celebrated the success with Faith-Infused Curriculum, improvements in exposure to the Catholic Worldview and to being a Gospel Witness. Our students show that they believe in the teachings of Christ through their actions and their words. Strategies: Evidence: Next Steps: Utilize the 8 characteristics of Catholic identity to support teacher efforts in intention permeation. Faith coaches provided embedded PD reviewing and discussing the characteristics of Catholic identity on October 2 and October 30. Jim Murphy provided PD October 30, 2017 highlighting humanness and community. Social media will contain messages on 2/8 characteristics of humanness and community during the months of November and December. Faith coaches initiated Monday morning staff prayer to be focused on 2/8 characteristics of Catholic identity. November and December's focus will be on humanness and community. Faith coaches will lead weekly conversations encouraging staff to share classroom examples. Administration is specifically looking for and asking to discuss 7 Faith Coaches will be facilitating embedded PD on November 24, February 26, and May 18 continuing to focus on the 8 characteristic of Catholic Identity. ILT Faith lead will be invited to review the 8 characteristics of Catholic identity in December or January. At the December Faith Coach meeting with administration, the plan for the remaining 6/8 characteristics of Catholic identity will be outlined. This plan will then be presented at our January staff meeting ensuring teachers are ready to share practical examples of permeation they are using.
intentional permeation with teachers during all walkthroughs and post-conferences. 8
Outcome 1: Alberta s students are successful Performance Measure Results (in percentages) 2013 2014 2015 2016 2017 Achievement Improvement Overall Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). 85.1% 80.7% 90.7% 87.2% 83.9% High Maintained Good 16.5% 17% 22.2% 17% 19% Intermediate Maintained Acceptable Performance Measure Results (in percentages) 2012 2013 2014 2015 2016 Achievement Improvement Overall High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10. Drop Out Rate - annual dropout rate of students aged 14 to 18 High school to post-secondary transition rate of students within six years of entering Grade 10. Percentage of Grade 12 students eligible for a Rutherford Scholarship. Percentage of students writing four or more diploma exams within three years of entering Grade 10. n/a n/a n/a n/a n/a n/a n/a n/a 1.7% 1.1% 0% 1.2% 0% Very High Maintained Excellent n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Performance Measure Results (in percentages) 2013 2014 2015 2016 2017 Achievement Improvement Overall Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. 85.1% 88.6% 87.1% 95.3% 91.3% Very High Maintained Excellent 79% 84.6% 76.7% 95.3% 94.3% Very High Improved Excellent AERR Comments One focus last year was to increase teacher knowledge on the power of Project Based Learning (PBL) through Professional Development. Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Further focuses were identifying and implementing strong transition plans to set students up for success and to build on their exposure to career opportunities. Strategies: Evidence: Next Steps: 9
Implementation of evidence-based instructional strategies in literacy. Implementation of evidence-based instructional strategies in numeracy 4/6 French Immersion teachers Support 2/6 French Immersion grade 4-9 use Reciprocal Teaching teachers to implement Reciprocal strategies for reading comprehension Teaching strategies for reading and oral production. comprehension and oral production. 3/3 grade 4-6 French Immersion November 2017 professional classrooms collected data with GB+ development being provided. and identified the vulnerable Record a video on French readers. Immersion Reciprocal Teaching for Inclusion French Immersion teacher Professional Development sessions worked with 5 students in October with teachers. Videographer has and 8 students in November focusing been contacted and we are waiting on reading strategies. for confirmed dates. 8/8 grade 4-6 English classrooms Inclusion French Immersion teacher collected data with Fountas & Pinnell is creating a French reading and STAR data and identified the intervention program to meet the vulnerable readers. needs of our identified students in Leveled Literacy Intervention grade grades 4-6 to be implemented in 4 has 5 first identified students, Term 2. grade 5 has 6 first identified During Term 2 collaboration times students, and grade 6 has 2 first (Dec - March), grade 4 and 5 English identified students receiving Language Arts teachers will identify 3 supports 4/6 days. strategies from the Mariconda PD September 22, 2017, all grade 4-5 sessions to utilize in their writing teachers collaborated on the programs. narrative writing component which is Professional Development work part of the Mariconda writing session have been set for November resource. 20, 2017 and November 24, 2017 to 7/8 grade 4 and 5 teachers vertically align Essential Learner attended the Barbara Mariconda PD Outcomes. focused on expository writing on During the January 29, March 12, November 7, 2017. April 23, and June 4 PD sessions, 10/10 middle school humanities middle school humanities teachers teachers identified the need to embed two writers' workshop establish Essential Learner Outcomes lessons within their existing units and for vertical alignment of curriculum share their progress. during embedded PD October 23, Identify how many English middle 2017. school humanities teachers are using 10/10 middle school humanities Reciprocal Teaching by November 20, teachers reviewed, reflected, and 2017. dialogued on Cris Tovani's writers' workshop PD resources from May 2017 during embedded PD October 23, 2017. Mathematical Intervention Programming Instrument (MIPI) was given to each grade 4-9 student in the second week of September. Division Mathematical lead teachers will deliver PD on November 20, January 29, March 12, April 23, and June 4. 10
Mathematical leads and classroom teachers collected data and identified students with a mark under 60%. Mathematical lead teacher provided PD on August 23 and October 23. Mathematical lead teachers and classroom teachers have identified number talks, parallel tasks, and open-ended questions as the intervention instructional strategies for the 2017-2018 school year. On October 23, teachers identified their specific areas of growth in the Balanced Numeracy Foundational Expectations through a Google form. Division mathematical lead teacher will address needs in scheduled PD for the remainder of embedded pd sessions this school year. All math teachers used open ended questions 2-3 times/per 6 day cycle, number talks 1-2times/per 6 day cycle and parallel tasks are being utilized by half of the staff 1-2 times per 6 day cycle. Mathematical lead teacher provided instructional strategy feedback November 1, 2017 within identified classrooms. Increased LIFT support in both French and English grades 8-9 math classes to support teachers with instructional strategies. Mathematical lead teachers and classroom teachers will use ongoing formative assessment to identify student needs for intervention (November 24, February 2, May 18). Explore PD Numeracy Progressions in all subject areas from January - June. Track the data of number talks and open ended questions to see impact on student learning and number sense. Mathematical lead teacher will be providing instructional strategy feedback November 20, 2017 within identified classrooms. 11
Outcome 2: The systemic education achievement gap between First Nations, Metis and Inuit students and all other students is eliminated. Performance Measure Results (in percentages) 2013 2014 2015 2016 2017 Achievement Improvement Overall Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results). Overall percentage of self-identified FNMI students who achieved the standard of excellence on diploma examinations (overall results). 90% 78.9% 78.9% 80% 78% Intermediate Maintained Acceptable 30% 13.2% 2.6% 12.5% 12% Low Maintained Issue n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Performance Measure Results (in percentages) 2012 2013 2014 2015 2016 Achievement Improvement Overall High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10. Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18 High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10. Percentage of Grade 12 self-identified FNMI students eligible for a Rutherford Scholarship. Percentage of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10. n/a n/a n/a n/a n/a n/a n/a n/a * * * * * * * * n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a AERR Comments Our staff built their repertoire of understanding and appreciation of our First Nation, Metis, and Inuit peoples through many activities such as regular usage of acknowledging the land, participating in smudging, learning more about Truth and Reconciliation, and reflecting on the blanket exercise. Strategies: Evidence: Next Steps: Appreciate the First Nations, Metis, and Inuit culture through teachings for staff and students. First Nations, Metis, Inuit lead team is attending Sacred Space assemblies to focus on the 7 Sacred Teachings and make connections to the Fruits of the Holy Spirit. On October 27, the First Nations, Metis, Inuit team First Nations, Metis, and Inuit team is investigating the implementation of "Circle of Courage" for grade 6 and 8 students. The teachings are based on the medicine wheel. Implementation plan will be 12
reviewed the 7 Sacred Teachings and focused on 1 teaching. They will address the remaining teachings at assemblies on December 13, February 8, April 11, and May 25. reviewed at our December 2017 meeting. All grade 4, 7 and 9 classes will be part of the blanket exercise between December and March. First Nations, Metis, and Inuit lead teacher will be part of grade 6 and 9 presentations on the Numbered Treaties, the Indian Act, and residential schools. Dates to be determined by team. Students who self-identified as First Nations, Metis or Inuit will attend a luncheon with our Division lead teachers in the new year. Create a bulletin board to celebrate the actions of our students from the challenge of being good stewards of the land in December. On Aboriginal Day in May, students will participate in activities celebrating the First Nations, Metis, and Inuit culture including making bannock, playing games from different nations, smudging, and gaining appreciation for truth and reconciliation. Outcome 3: Alberta s education system is inclusive Performance Measure Results (in percentages) 2013 2014 2015 2016 2017 Achievement Improvement Overall Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school. 90% 90.6% 91.3% 96.5% 93.2% Very High Maintained Excellent AERR Comments Our focus last year was on ensuring all of our elementary staff was trained in Zones of Regulation to support the students who were struggling with self regulation. There is now common vocabulary when students transition from Ecole Our Lady of the Rosary School to Ecole Mother Teresa School and this is now part of our elementary culture. Our middle school focused on providing GEAR (Grow, Enrich and Relearn) sessions embedded into the timetable. After considering all stakeholder feedback, we have moved to a support system during lunch and after school hours. 13
Strategies: Evidence: Next Steps: Addressing the diverse needs of the students. Ensure all students are provided with opportunities to feel a sense of safety and belonging. Inclusive lead teachers have provided professional development on executive functioning and accommodations August 30, September 25 and October 2, 2017. Addressing the need to teach to the edges by accessing Knowledge and Employability programs for 8 students in Math, Social Studies, Language Arts, and Science. As well, 2 students were identified as needing accelerated Math programming. 15/20 classrooms have fidget tools, sound systems, and flexible seating arrangements (stand up tables, Hokki chairs, rocking chairs). A teacher has started a peer tutoring group for Math support. 18 students have been identified as peer tutors and 24 are seeking their support. Teacher provides this opportunity 2 times per week at lunch and 2 times per week after school. 12/22 teachers are trained in Project Based Learning 101 techniques allowing for students to have authentic learning experiences and to meet the needs of and engage our diverse learners in an inclusive environment. During Professional Growth Plan (PGP) conferences, teachers were asked how they are meeting the needs of vulnerable learners at both ends of the spectrum. Provincial Achievement Test analysis on November 6, 2017 was aimed at naming how we are addressing both our at-risk and at-promise students. Mothers Against Drunk Driving (MADD) presentation on October 5, 2017 provided our grades 7-9 students with knowledge and understanding of how drugs and/or Inclusive lead teachers will be providing supports in Dossier (November 16, 2017), creating learner profiles (November 22, 2017), and differentiated instruction and fidget tools (January 15, 2018). Provide needed diverse tools and flexible seating furniture to meet the needs of the 5/20 remaining traditional classrooms. Orders to be placed at the end of November 2017. Provide Project Based Learning 101 professional development opportunities for 10/22 teachers in February 2018. Continue to engage in the conversation about vulnerable learners during our inclusion meetings and our professional development days to determine gaps in teacher capacity to address needs at both ends of the spectrum. Identified gaps will then be used to drive future professional development. Beyond the Hurt (BTH) - a customizable training program that helps schools create safe and healthy environments free of bullying and harassment for children and youth - 14
alcohol can negatively impact their will be providing training for our lives in a multitude of ways. ambassadors from the Hands of On October 27, 2017, our grade 8-9 Mother Teresa servant-leadership students had a presentation by the group on December 7-8, 2017. Sylvan Lake RCMP, our Family School Travis Price (Pink Shirt Day creator) Enhancement Counsellor, and our will be presenting on November 6, District Mental Health Consultant 2017 to our Middle School students which addressed inappropriate to raise awareness about treating touching, dangers of social media, one another with kindness. and sanctity of the body. Magician Steve Harmer is Butt Ugly Presentation scheduled tentatively scheduled to speak about for grade 6 students on November 7, resiliency to our grades 4-5 students 2017. in January 2018. Our counsellors are co-teaching Our counsellors will be providing Health with the grades 4-5 teachers professional development on "Brain to create common language and Architect" on December 4, 2017. consistent messaging with our These groups will continue to be elementary students. 3/4 Grade 5 run consecutively throughout the teams and 4/4 Grade 4 teams are year. utilizing the book The Growth Crisis Center coming in February Mindset Coach to provide students 2018 to speak with grade 4 (conflict with the mental framework and resolution), grade 7 (friendship skills) strategies to work through and grade 9 (sexual harassment & challenges. the digital age). Our counsellors started groups Counsellor and Family School focusing on the following themes: Enhancement Counsellor are anger, anxiety, conflict attending a professional resolution/friendship skills, development session on resilience, mentoring, play therapy, self-esteem, recovery, and relationship on organizational/study skills, and November 17, 2017. dealing with loss (Rainbows). Both counsellors are working on year two of their Masters classes and sharing their learning with staff, students, and parents. 15
Outcome 4: Alberta has excellent teachers, and school and school authority leaders Performance Measure Performance Measure Results (in percentages) 2013 2014 2015 2016 2017 Achievement Improvement Overall Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education. 83.2% 88.7% 83.9% 94.1% 94.3% Very High Improved Excellent AERR Comments Our focus last year was in two areas: co-teaching and collaboration. These models worked hand-in-hand allowing our teachers to learn from each other, to take risks, and to build on their instructional strategies. These models also provided numerous benefits in support of student learning. With our Leadership for Learning support, we were able to provide embedded collaboration times to help facilitate co-planning and co-assessing. Strategies: Evidence: Next Steps: Teachers are accessing a wide repertoire of resources to build their capacity to influence and teach the whole child. On September 22, Principal and our Family School Enhancement counsellor lead professional development focused on growth mindset and on viewing situations through the Four Agreements lens. These resources were aimed at nurturing resilience and at providing strategies to work through self-limiting beliefs. All elementary teachers are using their knowledge of growth mindset and implementing common language into classrooms. Most middle school teachers are using activities from a shared resource, Growth Mindset Bell Ringers, which encourages students to see the possibilities in struggle and the growth that takes place through perseverance. Because 23/26 of our teachers co-teach, professional development aimed at the different co-teaching models was held on September 11, 2017. By embracing these models, 16 Investigate resources on the Four Agreement framework which would be age appropriate for our grade 8 and 9 students with the intention of embedding these during Health classes in March 2018. On December 18, 2017, follow up professional development on growth mindset and the Four Agreements will focus on how these frameworks work together to impact success in a workplace. Co-Teaching follow up professional development will be held on March 19, 2018. Collaboration times are embedded on February 2, April 16 and May 18, 2018. The focus will continue to be on co-teaching, co-planning, and co-assessing to determine which instructional strategies best support student learning.
Students will broaden their educational experiences by receiving instruction from a wide range of topics and courses. teachers become one another's best resource as they share their expertise and model best practices. Collaboration times were built into full day professional development days September 22 and November 24, 2017. Teachers worked in team on co-teaching, co-planning, and co-assessing to improve their pedagogy. Starting in November, administrators are sharing best practices they are witnessing during walkthroughs and celebrating the amazing instructional strategies taking place daily in classrooms at the beginning of embedded professional development sessions. They are using the power of the story to inspire others. A variety of exploratories offered at EMTS each term ensure we are developing the whole child (body, mind, spirit). Exploratories include: Hockey, Art, Be the Change, Bringing Literacy alive, Visual Studies, Tourism, Performance Theatre, Outdoor Education, Recreational Education, Stop Motion Animation, Ukrainian, Robotics, and Stressbusters. Many of the exploratories allow for learning through a project based model to increase engagement. Physical Education has moved their learning system to a module approach ensuring students have voice and choice in avenues to their personal wellness and fitness. We are looking at reintroducing sewing as an exploratory for term 2 and adding a brand new exploratory for term 3, cosmetology. We will seek feedback from parents and students in regards to the modular approach to Physical Education at the end of term 2 using Google forms. 17
Outcome 5: Alberta's education system is well governed and managed. Performance Measure Results (in percentages) 2013 2014 2015 2016 2017 Achievement Improvement Overall Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. Percentage of teachers, parents and students satisfied with the overall quality of basic education. 78.9% 90.9% 90.3% 95.8% 94.6% Very High Maintained Excellent 74.7% 82.9% 75.5% 89.2% 88.4% Very High Maintained Excellent 90% 93.3% 89.1% 96.9% 95.3% Very High Maintained Excellent AERR Comments Our focus last year was to increase the number of parents attending our School Council meetings and to find a School Council Chair. We also looked at ways to communicate with our parent community using a forum which both meets their needs and gets information to them in a timely manner. Strategies: Evidence: Next Steps: Continue to engage all learning partners and provide opportunities for them to have voice in decisions that impact our school community. Technology used as a regular, current means of communication and public relations with all learning Alberta School Council Association Director joined our School Council Annual General Meeting on October 11, 2017 to provide support for our newly elected School Council Chair. School Week - at - a - Glance is sent out weekly via email to both parents and staff to share good news and highlight up-coming events. 30 parents attended an evening session November 1, 2017 on the trends in social media for teens, the inappropriate touching taking place in the hallways, and how to support their child on their adolescent journey. Technology coach provided professional development on Google Classroom September 18, 2017. Vice 18 Goals for the 2017-2018 school year will be discussed at the School Council meeting on November 15, 2017. School Council Chair is seeking input from our middle school students on what to do for their fundraiser. Survey to be done in exploratories during the week of November 20-24, 2017. School Council Chair, Principal, and Alberta School Council Association Director will be looking at ways to increase School Council participation in January 2018. On November 15, 2017, Principal will be facilitating survey for School Council members and for staff members on November 24, 2017. Vice Principal will be facilitating survey for students on November 17, 2017, This will allow for rich data and to hear from all learning partners. Technology coach will be providing further professional development on November 24, 2017 and January 15,
partners. principal provided support on Google groups to teachers in the mentorship group on October 23, 2017. 25/25 classroom teachers are using Google Classroom in their subject areas allowing students and their parents access to detailed information about classroom activities. Having all staff use the same platform has enhanced communication and allowed parents further opportunity to support their child's learning. 15/25 Classroom teachers have submitted their technology goal to the Technology coach. These goals will help guide classroom support and future professional development sessions. Social Media - Facebook, Twitter and Instagram are being updated 4-5 times per week. In November, we started a new initiative and implemented guest student bloggers. Each week a different student will write a blog post and share photos of what is happening in their classes. 2018. 10/25 Classroom teachers will have technology goals submitted by November 24, 2017. Personally invite Sylvan Lake News to events in November and December by calling and speaking to the editor November 6, 2017. In February we will be asking some of our parents to write a guest blog when they have attended different activities in our school or in a classroom. 19