aisi project proposal/plan - holyspirit.ab.ca · please review the aisi principles and operational...

Section A: 1(a-c). Project Parameters (Print Preview)

Project ID: 40143 (Current Status: Approved by Alberta Education) Submitted Date: Jun-22-2009 Approved Date: Aug-18-2009 Last Updated: Oct-18-2010, Lorelie Lenaour

AISI Project Proposal/Plan

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a. Project Title: Engaging the 21st Century Learner b. Project Proposed for Which School Years?

2009/2010 2010/2011 2011/2012 c. School Authority Name: Holy Spirit Roman Catholic Separate Regional Division No. 4 School Authority Code: 4481 School Authority Website: www.holyspirit.ab.ca

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30/11/2010https://phoenix.edc.gov.ab.ca/login/aisi/NewCycle/cycle4/Common/AISIProject_Printout...

Please review the AISI Principles and Operational Procedures before completing this proposal. AISI terminology is also included in the AISI Handbook for Cycle 4. Note: A School Year cannot be deleted if there are values for that year in any of the following sections: A1e, B1a, B1b, B3 and B4a.



Section A: 1d. Project Parameters Schools Involved

Actual Number of Schools Involved: 13

Catholic Central High School Children of St. Martha School Ecole St. Mary School Father Leonard Van Tighem School

Our Lady of The Assumption School St. Catherine's School St. Francis Junior High School St. Joseph's School

St. Mary's Roman Catholic Separate School St. Michael's School St. Patrick Fine Arts Elementary School St. Patrick's Roman Catholic Separate School

St. Paul Elementary School



Section A: 1e. Project Parameters Students and Grades Involved

2009/2010

Grade Number Of Students

preK

K 320

1 348

2 341

3 354

4 321

5 335

6 322

7 328

8 325

9 344

10 330

11 372

12 337

Total 4377

2010/2011


preK

K 348

1 329

2 335

3 368

4 352

5 312

6 332

7 320

8 325

9 303

10 335

11 322

12 403

Total 4384

2011/2012


preK

K 350

1 348

2 329

3 335

4 368

5 352

6 312

7 332

8 320

9 325

10 303

11 335

12 322

Total 4331



Section A: 1f. Project Type Alberta Education, school authorities, universities and other AISI users often want to undertake various analyses of AISI projects. This type of analytical work requires the capability to extract and group AISI projects accurately by various categories. Not all categories may apply to your project. Only do the checklist for the categories that are needed to describe your project. However, you must do the following categories: Targeted Students, Subject, Themes and Teaching Strategies

Targeted Students All Students

FNMI

Subject(s) All Core (LA, SS, Ma, Sc)

Theme(s) 21st Century Skills/Technology Integration Student Engagement

Keywords (Teaching Strategies/PD/Programs)

Assessment for/of/as Learning Coaching/Instructional Coaching (Teachers) Collaborative Networks Differentiated Instruction Digital Literacy Lead Teacher Small Groups Technology

Number of Students in Project Over 10,000

Grade K 1 2 3 4 5 6 7 8 9 10 11 12

Zone Zone 6 Services

Number of Schools in Project 6 or more

Location of School(s) involved

Rural & Urban

Division Grade Level 1 (K-3) 2 (4-6) 3 (7-9) 4 (10-12)



School Authority Type Separate School Jurisdiction

Types of Measures Provincial Achievement Tests Provincial Diploma Examinations School Records Surveys

Constituency Cardston-Taber-Warner Lethbridge-East Lethbridge-West Little Bow Livingstone-Macleod

City or Town Name Coaldale Lethbridge Picture Butte Pincher Creek Taber



Section A: 2. Project Description

a. Provide an overview of the project (What do you plan to do and how?)

This project will engage the 21st Century Learner by teaching differently because students learn differently. It will prepare today's students for tomorrow's world. We have identified skills, knowledge and expertise students need to master to succeed in work and life in the 21st Century to include the following: � Creativity and innovation � Critical thinking, problem solving and inquiry � Communication and collaboration � Self directed learning � 21st Century Literacy as defined in the K-12 Literacy Framework, Alberta Education o Includes print, numeracy and digital literacy o Fosters student desire to learn so that they will develop the skills needed to adapt in an ever changing world o Prepares students for lifelong learning o Enables students to access successfully, evaluate critically and engage with today's emergent and ever changing information sources o Develops student ability to: "X read a range of print, oral, visual and multimedia texts "X master new and evolving technologies "X manage information "X engage critically with media and other texts In order for students to succeed, teachers will be utilizing differentiated instruction, pyramid response to intervention and a balanced assessment program. Student engagement in learning will increase through enhancing instructional skills in teachers to better meet the needs of the 21st century learners. This project will build teacher capacity through job embedded professional development, mentoring, coaching, collaborative inquiry and modeling of effective practices. A meta-analysis of quantitative measures in the school division indicate that the First Nations, Metis and Inuit learner is in greatest need of learning, engagement and success in schooling. As a Catholic School Division, we are called to fulfill our moral obligation to ensure that our First Nations, Metis and Inuit students are able to succeed at the same levels as all of our students. In focusing on engaging the 21st century learner, our FNMI students will be well served.

b. Indicate why the project is needed.

Because students learn differently, this project recognizes the need to teach differently. Based on current research and teachers' experiences in the classroom we have recognized that student performance and engagement improves when we differentiate our teaching strategies to address the needs of the 21st century learner. "There is nothing so unequal as the equal treatment of students of unequal ability." Plato

c. How it this project innovative? Projects can be: I) Innovative projects focusing on themes that are brand new to a school authority II) Innovative projects that go into greater depth on current themes with new research, strategies, or measures III) Innovative projects that are collaborative, across school authorities focusing on common goals Describe the innovation. What`s new and different for your school authority?

With a focus on the 21st century learner, we are fundamentally changing the way teachers deliver instruction. This project will involve a paradigm shift for our teachers through a proactive approach to



teaching and learning, with an emphasis on engagement and collaboration with students and as a result continuing to bridge the gap between successful and non-successful learners. This project will build on learning from our previous project which focused on improving assessment for learning by taking assessment to the next level and addressing the question of what do we do to help students when they don't learn?



Section A: 3. School Community Involvement

As collaboration is an essential element for school improvement, project applications must reflect support of those who will implement the projects and include meaningful involvement of the school community. What are the indications that the project has meaningful involvement of the school community?

a. Describe the participants` involvement in the consultation and planning process.

b. Describe how the participants will be involved or support the implementation of the project.

Authority Administrators Participation in initial planning sessions, provided documentation to support the needs of the Division, online survey to Division teachers

Coordination of professional development, funding allocation to schools, support school based project leadership

Business/Community Agencies

University of Lethbridge and Evolution AV were consulted and have contributed specifically in the area of 21st Century learning, technology tools and resources and their implications for enhancing student learning and engagement. Examples include the development of Techno-pedagogically skilled leaders and hardware selection and support for video conferencing, emerging technologies and online communication tools and resources.

Throughout this AISI Project and our Anytime, Anywhere Technology - Enhancing Technology Leadership Capacity Project, both the University of Lethbridge and Evolution Audio Visual will provide ongoing consultation, support and professional development particularly for our senior administrative team and school based leaders

Parents Locally administered satisfaction survey results

School council information sharing, school newsletters and web sites, Web 2.0 collaboration

Principals Participation in initial planning session, principals on the AISI planning committee, consultation with school staff, final input from school staff

Coordination of professional development, funding allocation within the school, support school based project leadership

School Board School Board feedback before project is submitted to Superintendent

Periodic presentations on the progress of the project

School Council School satisfaction survey results, school council feedback before project is submitted to Superintendent

Periodic presentations on the progress of the project, school satisfaction survey feedback

Students Satisfaction survey input

School satisfaction survey feedback, anecdotal surveys of students

Support Staff

Professional Development to support teachers and students progress in the project

Teachers Provide project input through survey for needs for the project, and through school principals

Lead teachers within each school, all teachers, receive professional development, involvement in collaborative learning with colleagues, implement new instructional strategies

Other Specify



Section A: 4. ResearchThe requirement to reflect school improvement research as foundational to project development and implementation ensures there is a strong possibility for success. a. What research/literature base informs your project? At least 3 current references (within the last five years) are required.

Author Year Title Source(if not a book)

Nunley, Kathy F. 2004 Layered Curriculum

Bellanca & Brandt editors

2010 21st Century Skills Rethinking How Students Learn

Sprenger, Marilee 2010 Brain Based Teachng:)In the Digital Age

Bennett, Barrie 2010 Graphic Intelligence Playing with Possibilities

Richard DuFour and Robert J. Marzano

2009 High Leverage Strategies for Principal Leadership

Educational Leadership, Volume 66, Number 5

Dorothy Cronk, Linda Inglis, Dean Michailides, Mary Michailides, David Morris and Nancy Petersen

2009 Walking the talk: Instructional Talk Throughs

ATA Magazine, Volume 43, Issue #3

Bennet, Rolheiser 2001 Beyond Monet: The Artful Science of Instructional Integration

Alberta Education 2008 SupportingPositive Behaviour In Alberta Schools

Buffum, Mattos,Weber 2008 Pyramid Response to Intervention --K-12

Alberta Education 2008 Literacy Framework

Alberta Education 2007 Promising Practices in FNMI Education

www.ltta.ca 2009 Learning Through the Arts

Website

Marzano, Pickering and Pollock

2001 Classroom Instruction That Works



Section A: 4. ResearchThe requirement to reflect school improvement research as foundational to project development and implementation ensures there is a strong possibility for success.

b. What other AISI projects or promising practices inform this project. Include project numbers and titles.

Calgary School District #19 - 21st Century Learning Environments - Project # 30273 Medicine Hat School District #76 - Increasing Student Engagement #30037 Project #30037 Lethbridge School District #51 project "Linking Literacy and Math" #30071 Grasslands Regional Division #6 - Literacy Leadership and Learning Through the Arts - #10343 Calgary RCSSD #1 - Technology for Learning # 30859

c. Summarize how the above research and AISI projects inform the project design and implementation.

Effective Teaching Strategies: Over the past 3 years, our School Division AISI project has focused on improving student learning through "Assessment for Learning" practices. Principals have also undertaken a study of Research Based Effective Strategies for Increasing Student Achievement, (Marzano, Pickering & Pollock, 2001) and have incorporated a Classroom Walkthrough Model into their supervision of instruction role. In moving forward, teachers will become more conversant in effective strategies through expanding their repertoire to include: � Elements of instructional design as identified in Bennett & Rolheiser's, "Beyond Monet: The Artful Science of Instructional Integration." (2001) � Precision in pinpointing areas of weakness and addressing the learning gaps for individual students as described in "Pyramid Response to Intervention." (Buffum, Mattos, Weber, 2008) � Differentiation of Instruction will be refined through studying "Positive Behaviour Supports." Alberta Education, 2008) � The Learning Through the Arts website will help teachers expand their thinking beyond the traditional boundaries of division of time into separate subject areas. Through integration of the arts into all learning, students will experience multiple creative ways to learn and to demonstrate their learning as we reach new levels of true and authentic student assessment. Over the three years of this new project, each school will focus in depth on at least one of these 4 rich resources. As an extension of our work on Assessment for Learning, teachers have identified student self reflection and student goal setting as next steps in implementation. AISI Project #30273 and #30037 provide concrete evidence and examples of helping students take ownership of self reflection and goal setting. 21st Century Learning The Alberta Learning, "Literacy Framework" (Draft, 2008) expands the traditional definition of literacy to include print, numeracy and digital literacy. In Holy Spirit Schools as Interactive White boards become available in every classroom, we see the need to help teachers go beyond integration of technology into teaching and learning and instead to transform teaching and learning to meet the needs of the 21st Century Learner. This involves understanding brain based learning and using technology as a tool to support and increase student critical thinking, engagement and student directed learning. If the Interactive White board is only used as a glorified overhead projector to continue to teach in the same ways that we always have, surely we will not reap the benefit that the technology has to offer in improvement of student engagement and ownership of their learning. AISI Project #30859 proved that when technologies are used to engage students in authentic, complex tasks to develop higher order skills such as critical thinking, analysis and scientific inquiry, student achievement increases. Technologies can be used to improve self-efficacy, engage learners in real world situations, foster peer cooperation and promote creative thinking. In addition, technologies provide support to a diversity of learning needs and life skills. Research provided in "Promising Practices in FNMI Education" is encouraging in that it supports changing



classroom learning environments to support open-ended learning, questioning, inductive and analytical reasoning and student participation and increased student engagement. Professional Development Both AISI Project #30273 and #10343 exemplify Professional Development approaches that will inform the Holy Spirit Project. Use of Professional Learning Communities for teachers involved planning, implementing and reflecting on specific learning approaches, and job embedded professional development to mentor, coach, collaborate and model effective practice for one another. Teachers will gain a deeper understanding of the Walkthrough process through self reflection and peer observation strategies.



Section A: 5a.Improvement Goals: Goals Strategies Measures

Student Learning

Students will be successful in all 4 core subject areas through active engagement in their own learning.

� Pyramid of Intervention � Differentiated Instruction � Assessment for Learning � Teacher professional development in instructional strategies � Teacher professional development on helping FNMI students learn

Overall percentage of students in Grades 3, 6 and 9 who achieve the acceptable standard. Overall percentage of students in Grades 3, who achieve the acceptable standard on the Grade 3 Math PAT. Overall percentage of students in Grades 3, 6 and 9 who achieved the Standard of Excellence. Overall percentage of students who achieved the acceptable standard on the provincial diploma exams Overall percentage of students who achieved the Standard of Excellence on the provincial diploma exams Percentage of FNMI students who achieve the acceptable standard on the Grade 9 Provincial Achievement Tests Percentage of FNMI students who achieve the acceptable standard on the Grade 12 Provincial Diploma Examinations Percentage of FNMI student attendance

Other Related

Improve Student, Parent and

� Pyramid Response to Intervention � Differentiated Instruction � Assessment for Learning � Teacher professional development in instructional strategies � Distributed leadership model: Lead teachers and teacher mentors to in-service colleagues

Percentage of students, parents and teachers satisfied on the locally administered satisfaction survey with: � Variety of approaches / methods used by teachers (S, P)� Opportunities to make choices and decisions about how students learn (S) � Learning to work in a team environment (S) � Variety of classroom learning activities (S, P)



Teacher satisfaction on locally administered survey in regards to the quality of education

� In-service administrators and teachers on meeting the needs of the 21st Century Learner � Anytime, Anywhere Technology: Building Capacity through Professional Learning - Alberta Education Supporting Innovative Classrooms Project� Innovative Classroom Technology will be in place in classrooms over the next 2 years.

� Computers and technology expand choices in learning (S, P) � Opportunities to use technology in a variety of subjects (S, P) � Use of technology as a communication tool (S, P) Percentage of teacher satisfaction with jurisdictional in-service opportunities as focused, systemic and significant to ongoing professional growth (T)



Section A: 5b. Improvement Goals

How do these AISI goals relate to specific aspects or priorities in your Three-Year Education Plan and Annual Education Results Report (AERR)?

GOAL 1: CATHOLIC IDENTITY: Create a rich Faith climate within the schools supported by high quality religious studies programs and services. � A strong Catholic Christian Faith culture will be maintained within the Division. GOAL 2: HIGH QUALITY LEARNING OPPORTUNITIES FOR ALL: Provide comprehensive, high quality learning programs and services that meet student needs. � The education system contributes to the development of the whole student, including intellectual, social, physical, cultural and spiritual domains. � Students have access to a wide range of instructional programs and support services that ensure all students succeed and develop their gifts. � Students complete programs. � The education system meets the needs of all K-12 students, society, and the economy. GOAL 3: EXCELLENCE IN STUDENT LEARNING OUTCOMES: Ensure learners achieve curricular goals and graduate prepared to meet the challenges of work, further studies, citizenship and life-long learning. � Students demonstrate high standards in learner outcomes. � Schools focus on improving academic excellence and success for all students. � Students and staff will have equitable access to computer and supportive technology. � Computer and information technology will effectively support teaching and learning. GOAL 4: SUCCESS FOR FIRST NATIONS, METIS AND INUIT: Improve programs and results for FNMI students, and reduce the achievement gap between FNMI students and Alberta students overall � Key outcomes for FNMI students improve. � FNMI students will achieve at the same rate as non-aboriginal students, while respecting their culture and history. � FNMI students will have significantly improved attendance and program completion rates.



Section B: 1a. Quantitative Measures

Measures should be expressed as percentages, where possible. It is recommended that baselines be determined using a three-year average. Targets should be realistic and attainable, based on prior performance.

Measure Category: Provincial Achievement Test Results -Mathematics Measure: Grade 3 Mathematics - Acceptable Standard

Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students, who achieve the acceptable standard on the Grade 3 Math PAT. Baseline is 3 year average 2007-2009

Results Target Actual Number of Students Comment (optional)

Baseline 80.9

2009/2010 81 .00 0

Teachers chose optional implementation of the new Mathematics Program of Studies and therefore test results are suppressed.

2010/2011 83 .00 0

2011/2012 85 .00 0

Measure Category: Provincial Achievement Test Results -Mathematics Measure: Grade 3 Mathematics - Standard of Excellence

Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students, who achieved the standard of excellence on the Grade 3 Math PAT. Baseline is 3 year average 2007-2009


Baseline 17

2009/2010 18 .00 0

Teachers chose optional implementation of the new program of studies for Mathematics and therefore results are suppressed.

2010/2011 19 .00 0

2011/2012 20 .00 0


Measure Description Provincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students, who achieved the standard of excellence on the



Grade 6 Math PAT.Baseline is 3 year average 2007-2009


Baseline 12.1

2009/2010 12 .00 0

Teachers chose optional implementation of the new Mathematics Program of Studies and therefore results are suppressed.

2010/2011 14 .00 0

2011/2012 15 .00 0


Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students, who achieved the acceptable standard on the Grade 9 Math PAT. Baseline is 3 year average 2007-2009


Baseline 66.3

2009/2010 70 .00 0


2010/2011 73 .00 0

2011/2012 76 .00 0


Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students, who achieved the standard of excellence on the Grade 9 Math PAT. Baseline is 3 year average 2007-2009


Baseline 16.7

2009/2010 17 .00 0


2010/2011 19 .00 0

2011/2012



20 .00 0


Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students, who achieve the acceptable standard on the Grade 6 Math PAT. Baseline is 3 year average 2007-2009


Baseline 73.1

2009/2010 75 .00 0


2010/2011 77 .00 0

2011/2012 80 .00 0

Measure Category: Accountability Pillar Measures Measure: PAT: Acceptable

Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students in Grades 3, 6 and 9 who achieve the acceptable standard. (Overall Cohort Results) Baseline is 3 year average 2007-2009


Baseline 77.8 1014

2009/2010 79 84.60 982

2010/2011 81 .00 0

2011/2012 83 .00 0

Measure Category: Accountability Pillar Measures Measure: PAT: Excellence

Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (PATs K to 9): Overall percentage of students in Grades 3, 6 and 9 who achieve the Standard of Excellence. (Overall Cohort Results) Baseline is 3 year average 2007-2009


Baseline 16.9 1014

2009/2010 17 20.20 982

2010/2011 19 .00 0

2011/2012 20 .00 0



Measure Category: Accountability Pillar Measures Measure: Diploma: Acceptable

Measure DescriptionProvincial Accountability Pillar "Student Learning Achievement" Indicator (Diploma Exams 10 - 12): Overall percentage of students who achieved the acceptable standard on the provincial diploma exams. (Overall Results)Baseline is 3 year average 2007-2009


Baseline 85.7 425

2009/2010 87 85.60 357

2010/2011 88 .00 0

2011/2012 90 .00 0

Measure Category: Accountability Pillar Measures Measure: Diploma: Excellence

Measure Description

Provincial Accountability Pillar "Student Learning Achievement" Indicator (Diploma Exams 10 - 12): Overall percentage of students who achieved the Standard of Excellence on the provincial diploma exams. (Overall Results) Baseline is 3 year average 2007-2009


Baseline 21.4 425

2009/2010 24 16.90 357

2010/2011 25 .00 0

2011/2012 26 .00 0

Measure Category: Accountability Pillar Measures Measure: PAT: Acceptable

Measure DescriptionPercentage of FNMI students who achieve the acceptable standard on the Grade 3, 6, and 9 Provincial Achievement Tests (overall)Baseline is 3 year average 2007-2009 - Locally collected data.


Baseline 45.6 104

2009/2010 50 56.90 84

At Grade 9, there were a small number of students (11) enrolled in K & E subjects. These numbers were then not in our total 'enrolled' count therefore the considerable reduction in total numbers. The data reflects, the achievement rate of



students who are appropriately enrolled according to their needs

2010/2011 55 .00 0

2011/2012 60 .00 0

Measure Category: Accountability Pillar Measures Measure: Diploma: Acceptable

Measure Description Percentage of FNMI students who achieve the acceptable standard on the Grade 12 Provincial Diploma Exams (Overall) Baseline is 3 year average 2007-2009


Baseline 67.5

2009/2010 65 80.00 13

2010/2011 70 .00 0

2011/2012 75 .00 0

Measure Category: Local Assessment/School Records Measure: Attendance/Lateness Records

Measure Description Percentage of FNMI student attendance. Baseline is 2 years attendance data - 2007/08 & 2008/09 school years.


Baseline 87.7

2009/2010 91 86.10 104

2010/2011 93 .00 0

2011/2012 95 .00 0



Section B: 1b. Survey Measures

Measures should be expressed as percentages, where possible. It is recommended that baselines be determined using a three-year average. Improvement targets should be realistic and attainable, based on prior performance.

Measure Category: Locally Determined Surveys Measure: Student Satisfaction Survey

Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Variety of approaches / methods used by teachers (Students Grade 7-12) Baseline is 3 year average 2007-2009

Results Target ActualNumber of Surveys Returned

Response Rate Comment (optional)

Baseline 66.3

2009/2010 70 71.00 816 91.00One grade surveyed per division.

2010/2011 73 .00 0 .00

2011/2012 75 .00 0 .00

Measure Category: Locally Determined Surveys Measure: Parent Satisfaction Survey

Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Variety of methods used by teachers (Parents) Baseline is 3 year average 2007-2009



Baseline 89

2009/2010 90 94.00 317 20.00

2010/2011 91 .00 0 .00

2011/2012 92 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: I can make choices in my classroom. (Students Grade 4-6) Baseline is 3 year average 2007-2009



Baseline 83



2009/2010 85 87.00 559 92.30

2010/2011 87 .00 0 .00

2011/2012 90 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Opportunities to make decisions about how I learn. (Students Grade 7-9) Baseline is 3 year average 2007-2009



Baseline 73

2009/2010 75 76.00 816 91.00

2010/2011 78 .00 0 .00

2011/2012 80 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Learning to work in a team environment (Students Grade 7-12) Baseline is 3 year average 2007-2009



Baseline 85

2009/2010 87 87.00 816 91.00

2010/2011 89 .00 0 .00

2011/2012 91 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: I am learning to work in groups in my school. (Students Grade 4-6) Baseline is 3 year average 2007-2009



Baseline 94.3



2009/2010 95 93.00 559 92.30

2010/2011 95 .00 0 .00

2011/2012 95 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Variety of classroom learning activities (All Students) Baseline is 3 year average 2007-2009



Baseline 71.3

2009/2010 74 78.00 1375 91.70

2010/2011 77 .00 0 .00

2011/2012 80 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Variety of classroom learning activities (Parents) Baseline is 3 year average 2007-2009



Baseline 90

2009/2010 91 93.00 317 20.00

2010/2011 91 .00 0 .00

2011/2012 91 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Computers and technology expand choices in learning (Students Grade 7-12) Baseline is 3 year average 2007-2009



Baseline 84

2009/2010 86 86.00 816 91.00



2010/2011 88 .00 0 .00

2011/2012 90 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Computers and technology expand choices in learning (Parents) Baseline is 3 year average 2007-2009



Baseline 89

2009/2010 90 92.00 317 20.00

2010/2011 91 .00 0 .00

2011/2012 92 .00 0 .00


Measure Description

: Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Opportunities to use technology in a variety of subjects (Students Grade 7-12) Teachers use computers to help me learn in different classes (Students Grade 4-6) Baseline is 3 year average 2007-2009



Baseline 76.8

2009/2010 79 88.00 1375 91.00

2010/2011 82 .00 0 .00

2011/2012 85 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Opportunities to use technology in a variety of subjects (Parents) Baseline is 3 year average 2007-2009


Response RateComment (optional)

Baseline 81.6



2009/2010 84 90.00 317 20.00

2010/2011 87 .00 0 .00

2011/2012 90 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Use of technology as a communication tool (Students Grade 7-9) Baseline is 3 year average 2007-2009



Baseline 81

2009/2010 83 .00 0 .00

This question was ommitted from our 2009-2010 survey.

2010/2011 85 .00 0 .00

2011/2012 90 .00 0 .00


Measure Description

Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey: Use of technology as a communication tool (Parents) Baseline is 3 year average 2007-2009



Baseline 84

2009/2010 85 92.00 317 20.00

2010/2011 87 .00 0 .00

2011/2012 90 .00 0 .00



Section B: 1c. Qualitative Measures

Qualitative data provide rich, transferable descriptions of individuals` experiences of educational phenomena, with a focus on process, meaning and human behaviours as they occur in context. Sources of evidence might include: interview transcripts, written reports (e.g., policy documents; observation field notes), focus group transcripts, video/audio recording (e.g., documenting classroom activities), artifacts/documents/portfolios (e.g., personal/professional journals; artwork). The "Current Situation" provides a baseline. The "Success Indicators" demonstrate how we know the "Desired Change" has been achieved. When reporting on these success indicators, plan to include a summary of qualitative evidence, rather than including all the raw data. For example, rather than including all the interview transcripts from the in-depth qualitative interviews conducted, include a summary of evidence-based themes from the data analysis.

Current Situation Desired Change

Success Indicator(s) (You will be requried to report on each success indicator identified.)

Evidence of Success Achieved

(Briefly describe the evidence of success achieved for each identified success

indicator)



Section B: 2. Plans for Key Strategies and Processes

Identify and explain the processes and strategies you plan to use to achieve your goals. Indicate the timeframe where applicable.

Category Planned Strategies/Processes Refinements/Changes

a. Instructional Strategies:

Projects must identify instructional strategies to be used to improve student learning.(i.e. technology integration, clarifying and sharing learning outcomes with students, differentiated instruction, etc.)

Teachers in this project will become familiar with and more comfortable in applying some of the following strategies to meet the needs of the 21st Century learner. Not all teachers will be implementing all these strategies/ processes ¡V they will implement those that meet the needs at their specific students and school. � Pyramid of Intervention, � Differentiated Instruction, � Inquiry � Assessment for Learning, � Critical thinking, � Higher Order Thinking as based on Blooms Taxonomy of Learning � Problem solving, � Small group work, � Integration of technology, � Peer instruction, � Collaboration (Teacher to Teacher, Student to Student) � Positive behavior supports

b. Student Assessment:

Projects must provide annual evidence of student learning and performance.

Assessment of student learning will be both formative and summative. Assessment will take a variety of forms in order to provide many opportunities for students to demonstrate their learning. Pre and post testing will determine areas of need and successful attainment of learning goals. Students will develop self-assessment strategies to help monitor their own progress. Provincial Achievement Tests, Diploma Exams, Provincial Accountability Pillar Survey Results, Locally Administered Survey Results and Project specific student surveys will be used to gauge student learning and performance.

c. Project Management and Coordination:

AISI Coordinators are responsible for managing, supporting, and coordination projects. It is expected that Project Management and

The Division Principal for AISI and Curriculum will coordinate the AISI project for the Division. The Division Principal will collaborate with school-based Principals and the AISI Lead Teachers to support and ensure that the AISI Project goals are being addressed.



Coordination will represent approximately 5% of project expenses. The proposal should indicate a) who will be responsible for management, b) the proportion of his/her time that will be invested in this activity, and c) how the project will be managed.

The AISI Lead Team will consist of School based AISI Lead Teachers, Principals and the Division Principal. The team will meet regularly to collaborate, share and support school staffs. PD needs will be identified and organized for individual schools and for the division. Successful strategies will be shared. Challenges will be discussed with a focus to improve. The Holy Spirit AISI Lead Team members will report back on group processing, and maintain regular contact between meeting dates through the use of Web 2.0 networking technologies such as e-mail, common website staff sharing space, Blogs, Wikis, a social bookmarking site and online surveys. Data and anecdotal records will be continually collected, measured and analyzed to track student learning progress, adjust the AISI project, and continue to improve student learning. Lead Team meetings will allow for ongoing discussion and reflection. Time during the instructional day will be allocated to coordinate the AISI projects at each school. A 0.2 FTE allotment will be provided for each school through AISI funding to support project leadership.

During the 2010-2011 school year, school based leadership will be supported through substitute teacher release time for AISI lead teachers. This will enable AISI lead teachers to take a full or half day at a time as needed to focus on AISI leadership rather than smaller bits of time dispersed throught the regular work week.

d. Professional Development:

School authorities must provide professional development as it is essential to the school improvement process. It is expected that Professional Development will represent at least 15% of project expenses. Professional Development includes resources, materials, external consultants, sub costs, travel, accommodation, facilities, other costs related to PD.

Effective and ongoing Professional Development practices will be at the heart of this project. Professional Development will include a combination of School Division and School Based Professional Development. There will be a balance between Division determined topics and school determined topics. The divisional AISI team and the ATA PD Council will serve as resources to the schools and to the division. � One Grade level/subject area meeting--per grade-- per year (School Division) The purpose of this session will be to promote teacher engagement and sharing of 21st century learning best practice in a Grade / Subject specific Professional Learning Community. The session will be facilitated by the Division Principal for Curriculum � Annual Divisional PD Day (School Division) The format for this day will be an introductory keynote address (speaker TBA) that will set the tone for the need for all staff to address the needs of the 21st Century learner. Teachers will experience



the constructivist model of learning throughout the project, by having the issue / problem identified at the initial Professional Development Day. Teachers will then work in Grade level / Subject area Professional Learning Communities to explore, implement and review best practice in meeting the needs of the 2st century learner. � AISI Lead Team Meetings¡X4 per year (School Division) The AISI Lead Team will form a Professional Learning Community that will include at least one Team Leader from each of the 13 schools. This team will provide leadership within their own school and the division. Team Meetings will focus on in depth exploration, implementation and review of best practice in meeting the needs of the 2st century learner. � Holy Spirit School Division AISI Lead Team attendance at conferences addressing differentiated instruction, 21st century learning and assessment for learning will build leadership capacity (School Division)� Holy Spirit School Division teacher attendance at conferences addressing differentiated instruction, 21st century learning and assessment for learning (School Based) � AISI Coordinators¡¦ Meetings with Alberta Education will build leadership capacity (Division Principal for Curriculum and AISI) � The Division Principal for Curriculum and AISI is working together with SAPDC to ensure that sessions are offered relating to 21st Century Learning, professional learning communities, mathematics, differentiated instruction and inquiry. These sessions will be supported at the Division level through payment of registration fees and substitute teacher cost in an equitable manner. (School Division)� With a blend of both urban and rural schools, Video-Conferencing will enable increased participation in Professional Development for all school teachers. (School Division) � School based PD days will be planned and implemented through the leadership of the Division Principal for Curriculum and AISI, School Based Administrators, The School Based AISI Lead Teachers and

With less funding being directed to FTE project leadership, more opportunities will be available for all staff to participate in professional development opportunities. More teachers will have increased access to funding to support substitute teacher release time.



School Based Technology Lead Teachers. These sessions will focus on in depth exploration, implementation and review of best practice in meeting the needs of the 2st Century Learner. Resources will include Pyramid Response to Intervention, Supporting Positive Behavior in Alberta Schools, Beyond Monet: The Artful Science of Instructional Integration, and Promising Practices in FNMI Education as well as current research on the brain of the 21st century learner, and Web 2.0 technology applications to the classroom. � Time within the regular school day and teacher release time will be built into school based AISI plans to allow teachers to engage in Professional Learning Communities, observe, plan and mentor one another. (School Based)

e. Parental & Community Involvement:

There must be meaningful involvement of parents in planning the proposal.

Parent involvement will include active participation in student led conferences, Individual Program Plans, newsletters, open house events, School Council Meetings and electronic communications (school and division web site, online information subscription, Students Achieve student management system for Grade 7-12). Parent Involvement has the potential to increase throughout the project as more web 2.0 learning resources are utilized with students to enhance their in-class learning.

f. Knowledge Dissemination, Sharing and Communication:

Projects must identify how what has been learned will be shared. Ways to disseminate new knowledge and practices include project documentation, workshops, events, conferences, promising practices for the AISI website, monographs, research briefs, and articles for the School Improvement Scoop, professional magazines, and journals.

Sharing and disseminating information about our AISI project will be accomplished in a variety of ways: � Sharing AISI practices at school staff meetings, team planning sessions, grade level meetings, Learning Leadership Team meetings. � AISI information in school newsletters. � Presentations at School Council meetings. � Articles of success in local newspapers.� Presentations to the Board � Divisional web page � School web sites

g. Networking:

Project leaders are encouraged to use networks for knowledge dissemination and the exchange of information, ideas, and resources. Networks include

� Sharing of best practices amongst teachers at professional development days, conventions and divisional web site teacher share space � Divisional web page, common website



face-to-face and digital communication.

staff sharing space and Web 2.0 resources

h. Integration and Sustainability:

Projects must indicate how educators will integrate what is learned: how they incorporate new practices, strategies, learnings, and key findings into their instructional repertoires. AISI projects are designed to have lasting impact on educational practices in schools. Proposals must indicate how the school authority plans to continue to benefit students and influence effective teacher practices in future years (beyond the AISI project).

The teaching staff will work collaboratively, through Professional Learning Communities, to research, implement and evaluate instructional strategies that are proven by the research to increase student learning and engagement for the 21st century learner. Once teachers become knowledgeable of and confident in using new strategies they will become part of their repertoire. The teachers will continue to pool their professional development knowledge beyond the term of this project. Teachers will be engaged in professional development that is aimed at building deeper understandings and capacity. On a divisional level, this will be accomplished through grade and/or subject level meetings scheduled throughout each school year. In addition, individual schools will organize PD sessions and Professional Learning Community discussions based on their unique needs. This ongoing professional development is meaningful learning that will continue after this project ends. Change takes time, but as teachers are exposed to new ideas and given time and opportunity to talk, share, and explore, they will experiment with new ways of working with students and implement instructional strategies that will engage students and improve student learning. The divisional AISI Team will continue to revisit and discuss the goals of the project. This will help us to maintain our focus and direction, allow time to discuss concerns as they relate to the Divisional AISI project goals, and give teachers stability within the program from year to year. Priority will be given to providing adequate funding for professional development; including bringing in speakers, and coverage of substitute teachers for teachers working on the program or on personal professional development. PD leads to improving teaching practice, which, in turn, leads to student growth in learning and performance.

i. Project Evaluation Process:

� The Holy Spirit AISI Lead Team meetings will allow for ongoing discussion



Evidence is more compelling if it is corroborated through multiple sources. Projects describe the evaluation methods and data sources they will use to determine the success of their project. Multiple methods (e.g., student assessment, surveys), data sources (students, parents, teachers), and levels (e.g., grades 1, 2, 3, etc.) are recommended.

and reflection. The team will facilitate and implement this project, reporting back on group processing, and maintaining regular contact between meeting dates. � The Holy Spirit AISI Lead Team will work collaboratively with teachers in their respective schools to move the AISI project forward. � A summary of the minutes from these meetings will be communicated to the schools through AISI Lead Team members. Data and anecdotal records will be collected, measured and analyzed to track student learning progress, adjust the AISI project, and continue to improve student learning. � Accountability Pillar � Locally developed parent, teacher, and student satisfaction surveys. � PAT and Diploma Exam results � Locally developed annual AISI project teacher feedback surveys � Locally developed teacher / parent / student surveys specifically related to the project � School reports at Division meetings



Section B: 3a. Staffing Requirements

Projects must identify the people who will be involved. Staff can include teachers and AISI coordinators, other professionals, teaching assistants, administrative and support staff.

*FTEs allocated for AISI projects that are not paid with AISI funds If there are no FTEs please indicate with a "0".

FTE 2009/2010

FTE 2010/2011

FTE 2011/2012

AISI FundedFunded From

Other Sources* AISI FundedFunded From

Other Sources* AISI FundedFunded From

Other Sources*

Certificated Teachers

Teachers 2.60 0.29 0.29

AISI Coordinators 0.50 0.50 0.50

Other Personnel

Professionals (e.g., Social Worker, Liaison Worker)

Teaching Assistants

Administrative Support Staff 0.30 0.68 0.68

Other

Total FTE 3.40 0.00 1.47 0.00 1.47 0.00

Total $ amount allotted for Staffing & Benefits

376,251 131,000 131,000



Section B: 4 Budget & Financial Report B4a. Estimated Project Budget

Please use Section B4b (Estimated Project Budget - Comments) to provide comments on budgeted amounts and/or reported actuals if necessary.

*Proposed budget will change to Approved budget upon approval.

Revenue

2009/2010 2010/2011 2011/2012

Approved Budget*

Working/Actual YTD

Approved Budget*

Working/Actual YTD

Proposed Budget*

Working/Actual YTD

Unexpended Funds at the beginning of year

57,39857,398 57,39857,398 00 57,39857,398

AISI Funding 604,717 604,717 597,817 0 597,817 0

Funding from other sources 0 0 0 0 0 0

Approved AISI Funding transferred to/from other AISI projects

29,202 32,857 0 0 0 0

Total Revenue 633,919633,919 637,574637,574 655,215655,215 57,39857,398 597,817597,817 57,39857,398

Expenses

Project Management 6,000 191 6,000 0 6,000 0

Check where applicable:

Office Supplies Travel Expenses Other expenses (Please comment in section B4b)

Salaries and Benefits 312,217 376,251 131,000 0 131,000 0

(Cost of FTEs charged to this project). Check where applicable:

Lead Teachers Internal Consultants/Specialists Support Staff AISI Coordinator Classroom Teachers

Professional Development 220,517 143,495 411,619 0 352,307 0

Check where applicable:

Resource Materials External Consultants/Presenters Fees Sub Costs Travel/Accommodation/Meals/Facilities Other Related Costs (Please comment in section B4b)

Instructional Material/Resources 40,983 53,136 63,296 0 68,202 0

Equipment 25,000 7,103 43,300 0 40,308 0

Equipment and Other Capital, together, will not exceed 10% of project expenses.

Other Capital 0 0 0 0 0 0

Total Expenses 604,717604,717 580,176580,176 655,215655,215 00 597,817597,817 00

Unexpended Funds 29,20229,202 57,39857,398 00 57,39857,398 00 57,39857,398



Section B: 4 Budget & Financial ReportB4b. Estimated Project Budget - Comments

This section is designed to provide you with an opportunity to clarify/explain budgeted amounts and/or reported actuals:

Comment

Revenue

A. UnexpendeFunds at the beginning of year

B. AISI Funding

C. Funding from other sources

D. Approved AISI funding transferredto/from other AISI projects

$32,857 was carried forward from previous AISI Cycle. These funds were spent on resources to support FNMI programming and AISI supplies from the previous cycle.

Total Revenue

Expenses

Project Mangeme

Office Supplies

Travel Expenses

Other Expenses

Salaries and Benefits

During the 2010-2011 school year, school based leadership will be supported through substitute teacher release time for AISI lead teachers. This will enable AISI lead teachers to take a full or half day at a time as needed to focus on AISI leadership rather than smaller bits of time dispersed throughout the regular work week.

Lead Teacher(s)

0.2FTE has been allocated to support our Division participation in the Southern Alberta Inter-Jurisdictional IMAP project. One classroom teacher is collaborating with other divisions in the development of model Mathematics units incorporating Understanding by Design, Assessment for Learning and utilizing SMART Boards technology.

Internal



*Proposed budget will change to Approved budget upon approval.

Consultant

SupportStaff

AISI Coordinato

ClassrooTeachers

ProfessionDevelopm

With less funding being directed to FTE project leadership, more opportunities will be available for all staff to participate in professional development opportunities. More teachers will have increased access to funding to support substitute teacher release time.

Resourc With less funding being directed to FTE project leadership, more opportunities will be available for for the purchase of technologies that support 21st Century Learning in the classroom, such as iPods, iPads, GPS Systems, Student Response Systems.

ExternalConsultantFees

Sub Costs

Travels/

Other Related Costs

InstructioMaterials/

EquipmenWith less funding being directed to FTE project leadership, more opportunities will be available for the puschase of technologies that support 21st Century Learning in the classroom, such as iPods, iPads, GPS Systems, Student Response Systems.

Other Capital

Total Expenses

UnexpendFunds



Section B: 5. Attachment (Optional)

Please attach additional supplementary documents in this section that may be helpful in reviewing this project. (Excel spreadsheet, Word format or PDF) Note: File cannot exceed 1000KB in Size or 20 pages single spaced.

File Sent File Received Sent Date Received Status

Copyrighted Document

How do other AISI projects inform this project.doc

4481_40143_1.doc 2009-06-08 12:11:10

Successful N

Holy Spirit - AISI Creativity 2010.pdf 4481_40143_2.pdf 2010-10-17 15:29:27

Successful N

Holy Spirit - I am a Problem Solver.pdf

4481_40143_3.pdf 2010-10-17 15:30:05

Successful N

Holy Spirit - 40 Assets.pdf 4481_40143_4.pdf 2010-10-17 15:32:24

Successful Y

Holy Spirit - FNMI Project.pdf 4481_40143_5.pdf 2010-10-17 15:35:26

Successful N



Section B: 6. Project Contacts

Key project contacts who can provide additional information about the project should be included.

Surname Given Name

Position Business Address

City Postal Code

Phone Number

Fax Number

E-mail Address

Smeaton Christophe Superinten [email protected]

Lenaour Lorelie Principal 620 - 12 B Street North

Lethbridge T1H2L7 403-327-9555

403-327-9595 [email protected]

Macauley Brian Deputy Superinten

620 - 12 B Street North

Lethbridge T1H2L7 403-327-9555

403-327-9595 [email protected]



Section B: 7. Superintendent/CEO Certification of Project Plan

As part of the accountability process, the Superintendent/CEO must certify that the project meets requirements. Please note that the Superintendent will be required to complete this section on the online Extranet submission of the Project Proposal/Plan to Alberta Education.

Project ID: 40143 Current Project Status: Approved by Alberta Education

Does this project: Yes No

1. Address an identified need?

2. Address goals strategies, schools, grades, etc., that are different from those addressed in Cycles 1, 2 and 3 (2000-2009)?

3. Have meaningful involvement of the community, including school councils?

4. Have the support of those who will implement it?

5. Have a research base?

6. Have a processes in place for ongoing monitoring during the cycle?

7. Identify provincial and/or local (and quantitative or qualitative) measures that appear reasonable?

8. Have improvement targets that are achievable?

9. Identify strategies that have a reasonable chance of achieving the improvement goal(s) and target(s) (Refer to question A5.)

10. Include a workable plan for knowledge dissemination and sharing? (Refer to question B5.)

11. Identify appropriate evaluation methods? (Refer to question B3.)

12. Have FOIP compliance regarding names in the proposal and/or attachments.

13. Superintendent/CEO Approval



Section C: Estimated Staffing Percentages Estimate the percentage of AISI funded staff time spent to deliver professional development and on

project management/adminstration

School Year:

*IT will design to capture annual estimates

2009/2010

2009/2010 AISI Funded FTE

% of Staff Time Spent on

Delivering Professional Development

Project Administration Other

Certificated Teachers

Teachers 2.60 95 5 0

AISI Coordinators 0.50 50 50 0

Other Personnel

Professionals (e.g., Social Worker, Liaison Worker) 100

Teaching Assistants 100

Administrative Support Staff 0.30 100 0

Other 100

Total FTE 3.4



Section D: 1. Student OutcomesWhat IMPACT on student learning has this project had? Use the EVIDENCE from your results on quantitative, survey, and qualitative measures to support this conclusion.

2009/2010 PAT & DIP Results: Overall results for all grades have shown steady growth in Holy Spirit Schools. Our results and rates of participation are above the provincial average in each of the four areas reported - Overall percentage of students in Grades 3, 6 & 9 achieving the acceptable standard and the standard of excellence and overall percentage of students achieving the acceptable standard and the standard of excellence on Diploma Exams. Three of the four groups have shown improvement over the 3 year baseline data. With an increased focus on meeting the needs of all learners through "Supporting Positive Behaviour" and through implementing the "Response to Intervention" model, students are being better served. Our schools are becoming even more intentional in implementing the assessment loop where formative assessment is used to drive instruction and student learning. Students are identified and receive help when help is needed. This approach is effective in helping the majority of students before they fall too far behind and require more intense interventions. High school students achieving the standard of excellence on Diploma exams has declined slightly from the 3 year baseline data. It appears that most subject areas continue to show increases in the percentage of students achieving the standard of excellence. During the 2009-2010 school year, Biology 30 and Science 30 were the only subjects with a decline in the percentage of students achieving the standard of excellence. Math Results: As noted in the Quantitative Results section, teachers chose optional implementation of the new Mathematics Program of Studies for Grade 3, 6, and 9. Therefore, students wrote the pilot PAT exams and the results are suppressed. In reviewing the suppressed data at the school levels, we will be maintaining our focus on improving student achievement in Mathematics and we intend to report on mathematics achievement over the next 2 years of the AISI Cycle. FNMI Results - - Our local FNMI data indicates that FNMI students are being more appropriately served. At grade 9, 11 students were enrolled in K & E subjects. Due to the small number of students, they are not included in the overall PAT results. Within the K&E group, 50% of students wrote the exams, 25% were excused and 25% were absent. Of the students writing the Grade 9 K&E PATs, 50% in Mathematics, 100% in Science, 67% in English Language Arts and 100% in Social Studies achieved the acceptable standard. (*These results are based on 2-5 writers). With the K&E students removed from the regular PAT results, our baseline for Grade 3,6,9 FNMI PAT at the acceptable standard was 45.6%. We have seen a significant increase to 56.9% of FNMI students achieving the acceptable standard. Significant work on awareness and precision has taken place over the past year in attempting to build relationships with students and parents and in turn better meet the needs of our Aboriginal learners. During the 2009-2010 school year, a full time FNMI Lead Teacher and a 0.5FTE Division Principal were hired through separate grant funding to provide leadership in improving learning for our FNMI Students. We have seen significant improvement, but will continue to strive to close the achievement gap between our Aboriginal and Non-Aboriginal students. Attendance for our First Nations students declined slightly (1.6%) during the 2009-2010 school year. Contributing factors include: -H1N1 pandemic impacted attendance results for all student populations within the division. - Reserve school buses that transport 130 FNMI students to our division were not running for several days during the winter due to extreme weather and road conditions. Survey Measures - o Students and parents are expressing increased satisfaction with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. o Students expressed increased satisfaction in their opportunities to make choices in their classrooms and



make decisions about how they learn. o Students reported increased satisfaction in learning to work in a team environment and learning to work in groups. With the AISI focus on 21st Century instructional strategies, particularly at the High School level, students are engaged more frequently and more effectively in collaborative group work. Students are being exposed to more of a variety of instructional strategies and are more involved in decision making regarding their learning. o Students and parents indicated increased satisfaction in all areas related to computers and technology in learning, including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool. During the course of the 2009-2010 school year, computer projection and Interactive White Boards were installed in all learning spaces, using other funds. This was a welcome addition for students, teachers and parents alike as computer projected teaching and learning began to be implemented into classrooms. Over the course of the next few years, we will continue to work with teachers to ensure that the new technologies are being used to their full potential to increase active engagement of students with the technologies.



Section D: 2. Effective Classroom Practices What has changed in your classroom(s) to impact student learning? (E.g. instructional strategies, student assessment, parental involvement, etc).

2009/2010 In our locally developed survey, both parents and students have reported increased satisfaction with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. Students expressed increased satisfaction in their opportunities to make choices in their classrooms and make decisions about how they learn. Students reported increased satisfaction in learning to work in a team environment and learning to work in groups. Students and parents indicated increased satisfaction in all areas related to computers and technology in learning, including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool. Instructional strategies that are now being used successfully with students: � In our High School focusing on Barrie Bennett and Carol Rolheiser's "Beyond Monet - The Artful Science of Instructional Integration," teachers report using more of a variety of approaches to instruction. Some examples include: place mat, think/pair/share, concept attainment, collaborative group work, critical thinking challenges, higher order questioning and applying wait time. � Problem Solving in general was identified at all levels as a strategy that is being used with increased frequency and success. � In our Fine Arts School, problem solving was studied from the perspective of the creative process. Students were encouraged to "dream" more, to explore, collect and appreciate various options before committing to one. Integration of the Fine Arts into curriculum continues to be a strategy to engage students' senses and widen their realm of associations and new possibilities. Teachers at this school have collaboratively created a graphic to describe the creative process. This is posted in each classroom and is referred to by teachers and students, often. Please refer to the Creativity attachment. � Differentiated Instruction was used successfully by a few teachers through the use the Kathy Nunely's idea of Layered Curriculum. This approach allowed for more choices for students in how they learn and how they present their learning, as well as implementing more open-ended questions and assignments. The interest and excitement generated by teachers implementing this approach and by administrators observing it in action led to two schools planning to bring Kathy Nunely in to present to their whole staff during the 2010-2011 school year. This will result in more differentiated instruction occurring in classrooms to enhance student learning. � School and Classroom Set up has been examined and modified in many buildings to explore environments that support and promote effective group work and collaboration. One school is currently moving from a traditional library to more of a Learning Commons approach to the school library. � Teachers felt that they were successfully integrating technology through their use of Interactive White Boards (IWB). As the school year progressed, more and more teachers became more comfortable and confident integrating the IWB into daily practice. � In one school using the Pyramid Response to Intervention approach, teachers refined their practice in Professional Learning Communities (PLCs. Meetings occurred on a weekly basis within the regular timetable where teachers collaborated and kept log books that focused on student success. In order to better meet the needs of all learners, a "Success Room" for students was implemented. In an effort to address the third PLC question of "What will we do when students are not achieving success?" students in need of completing or improving assignments were assigned to the success room during the lunch break. Teachers provided the support needed. As the year progressed, fewer and fewer students needed to use the Success Room and eventually, it was eliminated. � In schools focused on "Supporting Positive Behaviour in Alberta Schools," school wide behavioural expectations were re-visited with all staff. This involved clearly articulating expectations for student behaviour on the playground, during transition times, lunch, before and after school and in class. Students have incorporated the use of an "I See You" gesture to affirm positive behaviours in others. Staff, students and parents have adopted an, "I am a Problem Solver" tool used with students experiencing difficulties. In turn, students have an improved understanding of expectations, they know the consequences, seem to think before they act and are taking more ownership of their behaviour. As student behaviour is clearly defined and understood, students are given more freedom, confidence and flexibility to focus on their learning and to become more self-directed with their own learning. Please refer to the "I am a Problem Solver" attachment for



the letter to parents and the planning tool used by students. � In another school focused on "Supporting Positive Behaviour in Alberta Schools," a number of innovative new programs were implemented with a focus on engaging students, parents and community within the school. Some initiatives included: enhanced parish relationships, a computer club, various after school sports clubs, a parent room, increased use of photographs in school newsletters and the school website, participation in an Arts Alive program, school assemblies rewarding positive behaviours, positive letters to parents and a school staff retreat focused on "How Full Is Your Bucket?" � One of our Junior High Schools began with a focus on "Supporting Positive Behaviour in Alberta Schools." In order to best meet the needs of their students, an Ordinary Heroes Program that embraces the Search Institute's 40 Developmental Assets for Adolescents was begun. Please refer to the 40 Assets attachment for a listing of the 40 Assets and newsletter articles. � Beginning in February 2010, Holy Spirit School Division began to introduce our new Moodle server to administrators and teachers. Between February and June 2010, classroom teachers began to use the Moodle and set up at least 20 different courses. The Moodle courses enabled students to collaborate and learn anytime, anywhere through online access to class assignments, resources and class discussion forums. Both students and teachers expressed increased engagement through the use of the Moodle technology. � Teachers have reported "teaching differently" in the mathematics classrooms with effective implementation of the new mathematics program of studies. Some strategies include: mental math strategies, student goal setting, personal strategies, assessment embedded in learning, problem solving focused, open ended questions and assignments, increased use of manipulatives, mathematics journaling and use of group work and incorporation of technology where appropriate.



Section D: 3. Overall Summary of Project Practices Provide an overall summary of project pratices. Your response should include the following: I. What worked well (successes)2009/2010 During this first year of our Project, "Engaging the 21st Century Learner," we developed common understandings among staff of the characteristics of the 21st Century Leaner and the world in which they will live. Dr. Philip McRae and Ian Jukes provided staff members with much food for thought while providing a common frame of reference for all. We referred often to the skills that are required of the 21st Century learner that are identified in our AISI project description. We asked ourselves often, "What is 21st Century Learning?" and "How is 21st Century Learning Different from Traditional Teaching?" We challenged each other to use new technologies, such as the Interactive White Boards, in new ways rather than to support traditional teaching. Professional Learning Community (PLC) meeting time was incorporated into each of our schools which provided time for teachers to meet and collaborate on how to best meet the needs of all students. There was emphasis placed on developing school based leaders through the AISI Lead Teachers, Tech Lead Teachers and PD Council Teachers. Each group met regularly with a focus on professional learning and improving leadership practice. Lead groups were invited to attend the Administrator sessions for our 'Developing Technology Leadership Capacity Project and many of our school based Lead Teachers were able to provide leadership within this project as well. Administrators and Lead teachers also participated in the use of Web 2.0 technologies, such as Moodle, 2Learn2Gether, Wikis, Blogs and Forums as part of their Professional Learning. We learned that as experienced teachers, in order to "teach differently," we need to experience "learning differently." Therefore attention was given to incorporating new ways of teaching and learning and using technology into the regular practice of meetings and professional learning. Rather than learning about technology, we used technology as a tool to support and enhance our own professional learning. II. What did not work well (challenges)2009/2010 The Professional Learning Community (PLC) concept was more effective in some schools than in others. The intent was to place the focus on student learning and provide time for teachers to collaboratively develop supports for students. Although this worked well in some schools, there is still work to be done in the area of focus and precision during PLC meetings. With teachers involved in Professional Learning Communities, teachers are always aware of the need to plan effectively for student learning while they are away from their students. It can become labour intensive for teachers to ensure that students are learning and not just busy while they are away from the classroom. III. What changes (if any) did you make to enhance the success of the project? (project adjustments)

2009/2010 As the year progressed and details of "Setting the Direction" became clearer, more schools gained interest in learning about the Pyramid Response to Intervention model. This will continue to grow and be refined during year 2 and 3 of this AISI Cycle. As Professional Learning Communities and Response to Intervention models were implemented, teachers



began to see the need to explore and refine strategies for differentiating learning for students. Work has begun and will continue throughout Year 2 and 3 to implement differentiated instructional strategies in classrooms to better meet the needs of all learners. During Year 2 and 3 of this AISI project, less funding will be allocated towards staffing. Strong project leadership will continue to be supported through substitute teacher release time for Lead teachers. In turn, more funds will become available for all teachers to participate more fully in professional learning. This will include bringing in experts to the Division. More teachers will have increased opportunities to attend relevant professional development locally, provincially, nationally and internationally. Schools are also planning to purchase group sets of smaller more portable technologies such as iPods, iPads,GPS systems and classroom response systems to support student collaboration, innovation and engagement in their learning. From January to December 2010, Holy Spirit Catholic School Division has been provided with a unique opportunity to enhance teacher knowledge, skills and attributes as outlined in the Alberta Teaching Quality Standard, in teaching our FNMI students through a collaborative project with the University of Lethbridge and Alberta Education. Our project, "Niitoohpookso'op - Relationships: Springboards to Learning for FNMI Students; Enhancing Teacher Capacity," is aimed at addressing the question: What are long-term strategies to enhance teacher capacity ... necessary to improve FNMI learning? The four KSAs identified are: understanding and appreciating Blackfoot culture, nurturing the relationships and making connections, integrating authentic resources and recognizing and responding to the needs. One component of this project has enabled Native American Studies intern teachers from the University of Lethbridge to partner with teachers in our schools and build ongoing relationships, understanding and access to authentic resources. Please refer to the FNMI attachment for a brief summary of this project.



Section E: Superintendent/CEO Certification and Approval of AISI Project Annual Report (APAR)*

*To be completed with each annual submission

The information provided in this AISI Project Annual Report is, to the best of my knowledge and belief, accurate, reliable and valid. I believe that all AISI requirements have been met.

The school authority has the documentation and systems that support the reported information.

Parents are involved and aware of the progress and results of the project.

Superintendent/CEO Approval



aisi project proposal/plan - holyspirit.ab.ca · please review the aisi principles and operational...

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