district achievement contract - sd57 · district achievement contract school district no.57 (prince...

District Achievement Contract

School District No.57 (Prince George)

2

District Achievement Contract: 2014-2017

1 TABLE OF CONTENTS

2 Introduction .......................................................................................................................................... 3

District Context ............................................................................................................................................. 4

3 Goal 1: Improve Student Achievement ................................................................................................. 6

3.1 Objective 1: To improve literacy for all learners ........................................................................... 6

3.2 Objective 2: To improve numeracy for all learners ................................................................... 11

3.3 objective 3: To improve achievement for aboriginal learners .................................................... 15

3.4 Objective 4: To improve enrolment in skills and technical training ........................................... 19

4 Goal 2: Improve Conditions for Learning ............................................................................................ 21

4.1 Objective 1: Embed the “Essential Eight” throughout our system ............................................. 21

5 Summary ............................................................................................................................................. 24



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2 INTRODUCTION

The District Achievement Contract (DAC) is a public statement of commitment by the Board of Education

to work towards success for each student in the district. School District No. 57 remains committed to

“Learning that enriches the life of each student.” To this end, actions are required to support the

learning of all students and adult learners.

This document outlines our plan to unify the efforts, expectations, and supports to schools, educators

and support staff, and to continue with a focus on learning for all members of the organization. Our

plan is founded on a systemic approach to personalized student learning as well as a commitment to

improve the conditions for student learning.

The concepts and initiatives within this document have been created through a collaborative process

including representatives of the Senior Learning Team (Curriculum and Instruction, Aboriginal Education,

Student Support Services, Finance, Human Resources, Technology, Data Management, and Senior

Administration). These Senior Learning Team representatives have worked with their departments,

bringing forward action-oriented ideas for improved student learning.

In order to reach our vision, we know that it is important to examine our organization through a

systems-based approach. To that end, we continue to develop connections from within our school

district as well as within the community. Our community connections include our post-secondary

institutions, particularly CNC and UNBC. We partner as well with community organizations such as the

Ministry of Children and Family Development, Northern Health, RCMP, the City of Prince George and

Community Aboriginal Education partners.

Educational change and innovation is not a concept solely recognized by School District No. 57. We

recognize, and thank, the work of other British Columbia School Districts as well as our global partners

as we all work together through education to improve the life chances of each student.



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DISTRICT CONTEXT

Demographic Data

School District No. 57 acknowledges that we are on the traditional territory of the Lheidli T’enneh

people in Prince George and McBride, the McLeod Lake Indian Band in the Mackenzie region, as well as

the Simpcw First Nation in Valemount.

School District No. 57 is located in the centre of the province, extending north to Mackenzie, south to

Hixon, and east to McBride and Valemount. The district encompasses 52,000 square kilometers and is

the second largest school district in the province in geographical size. It has a student population of

approximately 13,286 students enrolled in 31 elementary schools, 8 secondary schools, and a Centre for

Learning Alternatives which includes continuing, distance, international and alternate programs. The

district administers an operating budget of $123,000,000 and employs 684 (FTE) teachers and 412 (FTE)

support staff.

Uniqueness

The Prince George School District faces the unique challenge of being a geographically large district, with

three outlying communities included within our boundaries. Approximately 7% of our student

population live in McBride (two hours east), Valemount (three hours east), and Mackenzie (two hours

north).

Our district has a significant segment of population defined as vulnerable. According to the Ministry of

Children and Family Development Social Services Index of 1,572 schools in British Columbia, five of

School District No. 57’s schools are in the top 50 most vulnerable. The majority of our at-risk students

are located in the inner city of Prince George. The numbers of students in care or on income assistance

continues to rise in many of our schools throughout the district.

Vulnerability also affects many of the students who travel or move to School District No. 57 to attend

school. In particular, we receive a number of Aboriginal students from outlying and remote areas of the

north who stay with friends or relatives when they come to Prince George to attend school. While

efforts are made at both a district and a school level to ameliorate the effects of displacement, many

students find the transition difficult.



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NOTE: StrongStart students have been excluded from these numbers

* Students who are SU (Secondary Ungraded) or GA (Graduated Adult)

** Non - Funded students only

*** Includes all students including those also registered at a regular school

District Profile

Demographic 2010-2011

2011-2012

2012-2013

2013-2014

Aboriginal 24.5% 24.4% 25.1% 27.3%

ELL 8.6% 9.0% 10.4% 10.2%

Special Needs

7.5% 8.7% 9.0% 9.8%

French Immersion

3.7% 5.8% 6.0% 7.1%

Enrollment

Students

2013-14

(FTE)

Kindergarten through Grade 7 7,233

Grade 8 through Grade 12 6,053

Aboriginal ancestry 3,556

Adult students* 182

English Language Learning

(ESL/ESD) 1,324

French Immersion Gr K - 7 695

French Immersion Gr 8 - 12 228

Home-school students 6

International students** 12

Special Education designation 1,282

Students in distributed learning*** 530

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

2010-2011 2011-2012 2012-2013 2013-2014

Aboriginal

ELL

Special Needs

French Immersion



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3 GOAL 1: IMPROVE STUDENT ACHIEVEMENT

3.1 OBJECTIVE 1: TO IMPROVE LITERACY FOR ALL LEARNERS

To improve success rates of students in reading, writing and numeracy, particularly

in our Primary Project schools. Early intervention is key with our vulnerable learners.

To increase the use of differentiated instruction in every classroom to meet the needs of all learners.

To embed the use of formative assessment strategies in every classroom, such that students own their own learning.

Rationale: While data shows that our district is closer to the provincial average in reading than we are with numeracy, it is still a concern to see that we are not “at or above” the provincial average at all levels of assessment. We are a part of the Changing Results for Young Readers provincial program and know that we continue to hone our practice by being a part of a provincial initiative.

School District No. 57 has seen the benefits of literacy intervention, particularly with our Primary Project1 schools. The development of oral language skills with our most vulnerable learners is key to the acquisition of reading skills. Our work in literacy showed marked improvement when we began concentrating on the development of strong oral skills in the primary grades.

Engage and Act:

Support Reading and Writing

Increase the use of non-fiction writing.

Provide facilitated sessions for teachers with 6 + 1 Traits2 District-trainer.

Provide facilitated sessions on Writing Strategies with Adrienne Gear.

Complete a DART (District Assessment Reading Test) in all grade 3, 6, and 9 English classrooms.

Develop an intervention plan for children who are not meeting expectations, including a Kindergarten-level intervention plan.

Coordinate professional development instruction on CAFÉ and Daily 53 in our most vulnerable schools.

1 Primary Project schools have lower class-size averages in the primary grades. The Primary Project schools

participate in joint learning opportunities and professional development.

2 The 6+1 Traits of Writing ® by Ruth Culham is an analytical model for assessing and teaching writing. It is made

up of 6+1 key qualities that define strong writing. (Ideas, Organization, Voice, Word Choice, Sentence Fluency,

Conventions, Presentation).

3 Daily 5 and CAFÉ, refer to the work of Gail Boushey and Joan Moser. Daily 5 is a system to help with daily

habits of reading, writing and working independently. CAFÉ refers to Comprehension, Accuracy, Fluency, and

Expanding Vocabulary.

http://educationnorthwest.org/resource/503#voice

http://educationnorthwest.org/resource/503#wordchoice

http://educationnorthwest.org/resource/503#sentencefluency

http://educationnorthwest.org/resource/503#conventions

http://educationnorthwest.org/resource/503#presentation



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Increase reading time with a purpose in classrooms. (Read. Discuss. Write)

Adrienne Gear4 will join us for two sessions next year, including our Early Learning Conference in January of 2015 as well as work with our Intermediate teachers in March of 2015.

Vulnerable Students—Primary Project

Continue to support the Primary Project at Nusdeh Yoh, Harwin Elementary, Quinson Elementary, and Ron Brent Elementary. It is important to note that the increasing vulnerability of the Van Bien Elementary catchment has moved the school into Tier 1 vulnerability status. At this time, the school is not a part of the Primary Project, but is eligible to become a part of this learning group.

Revise and implement a program guide for teachers that includes learning outcomes, teaching strategies, assessment and resources in the areas of literacy, numeracy, oral language and culture.

Continue the development of a student learning profile for all Primary Project students.

Develop a professional development program for all primary teachers within the Primary Project schools. (ongoing; revised yearly)

Develop a transition plan to help our vulnerable students make a successful transition between the smaller class size of Primary grades to the larger Intermediate classroom.

Understand the connection of Oral Language acquisition and ability to develop strong reading skills. (This has led to the inclusion of an oral language instruction component at our Primary Project meetings).

Early Learning Conference

The success of this year’s Early Learning Conference has ensured the continuation of this learning initiative for January, 2015. Plans include Katier Keier Catching Readers Before they Fall as a keynote speaker as well as two break-out sessions and two sessions from Carole Fullerton. Adrienne Gear will also join us to offer sessions.

4 Adrienne Gear’s work includes Reading Power, Nonfiction Reading Power, Writing Power, and Nonfiction

Writing Power.



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Assessment and Evaluation:

Performance targets (3 years):

Each year, we will improve the Early Primary Reading Assessment between the pre and post assessments. (Primary Project Schools)

Early Primary Reading Assessment (Percentage of Students Meeting Expectations)

Each year, assess reading at grades 3, 6, and 9 using the DART.5 Between the Spring and Fall measures, interventions are put in place to support learners who are not yet meeting expectations.

Grade 3 DART -- Fall (Percentage of Students Meeting Expectations 2,3,4)

5 DART (District Assessment of Reading Team)

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Grade 6 DART – Fall (Percentage of Students Meeting Expectations 2,3,4)

Grade 9 DART – Fall (Percentage of Students Meeting Expectations 2,3,4)

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English 10 Distribution of Letter Grades by Subpopulation (2008-2009 to 2012-2013)

In one year, we will improve the performance results on the required provincial exams by one percent.

67 66 67 67 72

75 74 76 78 80

60 59 59 57 62

54 56 58 57 60

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English 12 Distribution of Letter Grades by Subpopulation (2008-2009 to 2012-2013)

All Students Female Male Aboriginal ELL Special Needs




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Respond and Adjust:

Student achievement is monitored throughout the year. For example, our DART data is collected in the fall and interventions are put in place for students who have not yet met expectations for grade level. By the spring collection of data, there is improvement which suggests that our interventions have had an effect on student achievement.

Despite a high vulnerability index in our School District, our data suggests that our students are beginning to close the achievement gap.

3.2 OBJECTIVE 2: TO IMPROVE NUMERACY FOR ALL LEARNERS To improve success rates of students in numeracy. Early intervention is key with all

of our learners.

To increase the use of differentiated instruction in every classroom to meet the needs of all learners, particularly those who are most “at risk” or vulnerable.

To embed the use of formative assessment strategies in every classroom to encourage our students to own their own learning.

Rationale: Mathematics is an area of concentrated effort for our district. Compared to provincial levels, we are still behind both in FSA results and the Mathematics 10 provincial examination. While we have made a marked improvement in the last two years, we are still not “at the provincial average.” The narrowing of the gap informs the district that we are on the right track, to stay the course, and continue the work on mathematics instructional practices as well as mathematics intervention.

To measure our growth, schools may choose a variety of assessment tools. For those schools included in the Assessment Management System (AMS), staff will be

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26 25

36 33

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31 35

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Communications 12 Distribution of Letter Grades by Subpopulation (2008-2009 to 2012-2013)




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better informed about student achievement to make more timely interventions at both the school and classroom level. Student profiles are being developed using AMS in various schools in the district and it is beginning to be used to identify and meet the needs of individual students. The AMS project will allow us to monitor student progress and align with the District Learning Standard of evidence-based decision making.

Engage and Act:

Support Numeracy

Our district data has already shown the early indications that one of our innovation projects, the Math Enhancement Project, is helping our learners. The Math Enhancement Project consists of a District Math Resource Teacher who works with five mathematics specialists—one for each “family” in the Prince George area to work within the schools of the family.6 Each Math Enhancement Teacher has a block of time to work in classrooms, teach lessons, meet with teachers, collaborate with staff, and do “whatever it takes” to improve the chances for each child to be successful in mathematics.

The Math Enhancement initiative began in February 2011 and has been well received by mathematics teachers at both an Elementary and Secondary level.

In 2012-2013, we added a new component: an identified “lead teacher” in mathematics in each school. For the 2014-2015 year, clear criteria is being developed by and for the math “lead teachers” to ensure that all schools benefit from a consistent approach to direct classroom help. The lead math teacher will participate in a learning team for mathematics to further immerse School District No. 57 in best practices in mathematics.

Other actions include:

Continue to implement PRIME7 training by having previously trained facilitators offer training in their own schools. They may choose any of the strands: Number and Operations, Patterns and Algebra, Data Management and Probability, Geometry, and Measurement.

Coordinate a Math Conference to be held in Prince George on October 24, 2014. Session facilitator, Carole Fullerton 8 will highlight strong mathematics instruction that is taking place in School District No.57.

Include UNBC teacher candidates in training opportunities.

Partner with UNBC in the teaching of mathematics instruction for students wishing to become teachers.

Support PRIME facilitators through release time as a learning team.

Provide district-funded, school-based math enhancement teachers (one per Family), to work with schools and teachers of mathematics.

Provide professional development opportunities for Education Assistants and support staff to build understanding of math manipulatives (including PRIME training).

6 A family of schools includes a secondary school and each of the elementary feeder schools attached to it.

7 PRIME: Professional Resources and Instruction for Mathematics Educators is the work of Dr. Marian Small

8 Carole Fullerton. Mathematical Thinking: what’s worth learning, teaching and assessing in math.



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Follow the provincial time guidelines for mathematics instruction in Grades K-8.

Include a meaningful math goal, along with an implementation plan, in each school’s School Plan for Student Success (SPSS). An intervention plan must be in place for children who are not meeting learning outcomes.

Continue to schedule Grade 8 Mathematics as at least a three- term course.

Continue to have a common district math assessment at the Grade 5 level with both school and district results from each of the Fall and Spring assessments being collected.

Continue to align numeracy language within the families of schools

Begin a learning team to combine both literacy and numeracy teaching processes. Students may have good foundational math skills, but are unable to work through word problems if literacy skills are lacking.

Continue holding regular Parent Math Nights to further enhance communication around mathematics instruction.



Each year, assess numeracy using Numeracy 5 Diagnostic Math Assessment. Between the spring and fall measures, interventions are put in place to support learners who are not yet meeting expectations.

We expect that improvement in the Grade 5 assessment will lead to improved scores on the Provincial Exam in Grade 10. (Note: this cohort is the first year and will be followed to provide data in later Achievement Contracts).

Numeracy 5 Diagnostic Math Assessment -- Fall (percentage of students fully meeting expectations)

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All

Ab

Non Ab



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In one year, we will improve the performance results on the required provincial exams by one percent.

Mathematics 10, Apprenticeship and Workplace Distribution of Letter Grades by Subpopulation (2008-2009 to 2012-2013)

Mathematics 10, Foundations of and Precalculus Distribution of Letter Grades by Subpopulation (2008-2009 to 2012-2013)

43 44 44 43 45 41 43 44 47

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Respond and Adjust:

Student achievement is monitored throughout the year and interventions are put in place for students who have not yet met expectations for grade level. By the spring collection of data, there is improvement which suggests that our interventions have had an effect on student achievement.

Despite a high vulnerability index in our School District, our data suggests that our students are beginning to close the achievement gap.

3.3 OBJECTIVE 3: TO IMPROVE ACHIEVEMENT FOR ABORIGINAL LEARNERS Increase the number of Aboriginal students transitioning between grades.

Increase the six year completion rate for Aboriginal learners.

Rationale: We have watched our graduation rate for Aboriginal learners climb from 38% to 56% over the past seven years. While the trend is moving up, we note that the graduation rate for “All” is 75% (81% for “Non-Aboriginal”). The gap between Aboriginal learners and “all” learners needs to continue to close; our work to continue to improve results is critical.

Engage and Act:

Five Learning FOCI (“Focus on Cultural Integration”)

Culture and Language

Elders and Indigenous Knowledge

Rediscovery and Traditional Environmental Knowledge

Restitution and Restorative Practice

Youth Leadership Each school within School District No.57 is assigned one of the Five Learning FOCI. Students and staff are provided with in-depth experiential learning and professional development. As the Five Learning FOCI have gained momentum in the district, the graduation rates have steadily increased. Systems – “Dig your Roots Deeper”

School Plans include an “Aboriginal goal” in School District No.57. Aboriginal Education workers are site-based in each of our schools and play an integral part of the development of the individual Aboriginal goal for each school.

Aboriginal Education: Learning Team Grants offer teachers time out of the classroom to work on weaving Aboriginal ways of knowing into their lessons. This work is shared with our District Learning Commons so that all students, regardless of school, benefit district-wide. Aboriginal Education Learning Team Grants connect fiction, non-fiction and culturally appropriate items. (E.g. While students are creating drums, a fictional story including a drum is shared, and non-fiction information about the creation of drums is integrated into the lesson plan, all within a culturally appropriate, Aboriginal framework).

Language development

The language of the traditional territory in Prince George has very few remaining speakers. We are working on a protocol agreement to share the



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development of Lheidli T’enneh language curriculum.

Our first implementation wave of language curriculum will occur in the primary grades of our Tier 1 and Tier 2 schools. These schools have the highest Aboriginal population.

Enhancement Agreement

We will begin community meetings in the Fall of 2014 with the purpose of developing the first Enhancement Agreement for School District No.57.

Professional Learning

Mentorship programs will continue for our Aboriginal Education Workers throughout the district. Learning is shared with the school district community, including teachers, principals and Education Assistants.

As a district, we have noted an increase in the requests from schools for Elders and Aboriginal Department staff to speak in classrooms about Aboriginal culture and ways of knowing.

Beginning in the fall of 2014, themed Aboriginal Education Chats will be filmed and shared with the school district community.

Community Connections

The Aboriginal Education Department will continue to work with bands, post-secondary institutions, and First Nations’ language communities to build connections for our students.



In one year we will improve the grade-to-grade transition rates of Aboriginal students in Grade 11 by three percent.



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Over the next three years, we will improve the six-year completion rates by two percent per year.



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Respond and Adjust:

As we continue to watch the transition and six-year completion rates rise, it is important to examine not only where we need to implement stronger interventions, but to examine our success so we are better able to replicate it. As we learn through the work of the Aboriginal Learning Teams Grants, we will be better able to deliver both timely interventions and proactive programs to retain and work with our Aboriginal students. The “conditions for learning” as outlined in Goal 2 will also benefit our Aboriginal students, many of whom are also listed among our vulnerable population.

SIX-YEAR COMPLETION RATE* (ABORIGINAL STATUS AND GENDER)

All A ll

Students Female M ale Students Female M ale

School Year % % % % % %

2008/09 47 49 45 76 80 73

2009/10 52 58 47 79 82 76

2010/11 44 52 36 81 83 79

2011/12 55 60 50 82 83 81

2012/13 56 55 56 81 81 82

See Glossary for Six-Year Completion Rate definitions.

Non-AboriginalAboriginal

47 7652 7944 8155 8256 810

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Aboriginal Non-Aboriginal

Pe

rce

nt

Six-Year Completion Rate: Aboriginal/Non-Aboriginal

2008/09 2009/10 2010/11 2011/12 2012/13

49 4558 4752 3660 5055 560

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Aboriginal Female Aboriginal Male

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Six-Year Completion Rate: Aboriginal by Gender

2008/09 2009/10 2010/11 2011/12 2012/13



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3.4 OBJECTIVE 4: TO IMPROVE ENROLMENT IN SKILLS AND TECHNICAL TRAINING 1. Focus on Trades: “B.C.'s Skills for Jobs Blueprint - Re-engineering Education and Training”

Rationale: “The Blueprint delivers on the throne-speech promise to give young people a seamless path from school through to the workplace. Anchored by a strong emphasis on labour needs throughout the province, including those of the liquefied natural gas (LNG) sector, B.C.’s Blueprint sets out three overarching objectives to maximize the potential of B.C.’s workforce:

1. A head-start to hands-on learning in our schools. 2. A shift in education and training to better match jobs in demand. 3. A stronger partnership with industry and labour to deliver training and

apprenticeships. These objectives are supported by key actions designed to put British Columbians first in line to fill the one million job openings expected by 2022. The plan also prioritizes the education and training needs of British Columbia’s Aboriginal people with the goal of significantly increasing their participation in the workforce.” (Gov’t of BC News Release)

Engage and Act:

Programs in SD57 outside regularly scheduled classes include the following:

Heather Park/Canfor/COFI - Forestry Trades Program – tour with exposure to trades careers: welder, millwright, electrician, saw filer, planerman, pipe fitter, metal fabricator, power engineer and more.

Canfor/CNC/SD57 Elementary Trades Program: Edgewood Elementary, Harwin Elementary, Ron Brent Elementary, Spruceland Traditional Elementary, Ecole Lac des Bois – program in progress.

SD57/CNC Career and Technical Centre Program – draws all SD57 high schools for 20 to 40 week programs – Foundation Courses in Heavy Duty Mechanics/Commercial Transport, Electrical, Carpentry, Automotive Services, Professional Cooking, Plumbing, Industrial Mechanic/Machinist, Welding, Power Engineering. Students graduate with high school graduation and year 1 trades training credentials.

Work Experience: Over 250 local businesses in the School District No. 57 region partner with our schools to provide “work experience” opportunities for our students.

96 students currently enrolled in our district are also enrolled in Secondary School Apprenticeship Programs with more than 70 local employers.

COFI Trades and Technologies in the Forestry Industry – “is a high school career awareness program that allows students to familiarize themselves with a variety of trades within various forest product manufacturing facilities. Hosted over a two-day period, selected students and their teachers visit sawmills, pulp mills, oriented strand board mills, plywood plants and other manufacturing facilities. At each facility students receive an overview of company operations and available trades as well as a



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safety orientation. Following this, groups of up to five students spend time job shadowing various tradespeople. Here the students can see and learn what the trade is really like and have an opportunity to interview each tradesperson. Students learn about the many day-to-day functions, working conditions, wages, skills required and get personal career anecdotes and recommendations from the tradespeople. And it’s not just about learning about one particular trade. Students spend time with each tradesperson so that they get information on a variety of trades and thus help them in deciding which trade they really want to pursue.

Participants also get the opportunity to tour post-secondary trades training programs such as The College of New Caledonia’s Trades Department to see the kind of trades training that they can expect and learn about the entry requirements for the various programs.” COFI website

SD57/CNC/WorkSafeBC/Prince George Construction Association – “Heavy Metal Rocks” – 32 students involved in a 4 day training event – a learning opportunity combining safety training with hands-on experience with heavy equipment and industry veterans.

COFI Natural Resource Management Camp – students tour post-secondary programs at CNC and UNBC. The program is aimed at Grade 11 and 12 students interested in learning more about Ecosystem Science and Management Programs (UNBC) and Natural Resources Management and Environment Technology Diploma Programs (CNC).


This is the first year that a focus on skills and trades has been included in the District Achievement Contract. Data will be gathered to measure enrollment in skills and trades programs that will constitute a baseline from which we can measure success in future years.

Respond and Adjust:

We have begun the work of responding to the needs of our students who wish to be ready for a career in the areas of skills and trades. We have opened up the door to Elementary students with the development of innovative programs like the Canfor/CNC/SD57 Elementary Trades Program. We will continue to monitor and adjust to best meet the needs of our learners.



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4 GOAL 2: IMPROVE CONDITIONS FOR LEARNING

4.1 OBJECTIVE 1: EMBED THE “ESSENTIAL EIGHT” THROUGHOUT OUR SYSTEM Rationale: Despite strong instructional practice, many of our learners continue to struggle

academically. We recognize that our district works with many learners who require more than academic interventions; these students are often among our most vulnerable.

To best meet the needs of our learners, we have worked closely with teachers and principals to identify those practices and interventions that, while they may not completely ameliorate the effects of poverty and social-emotional vulnerability, they allow the most likely avenue to improve the life chances of each child.

Through the collaborative efforts of schools, departments, the senior learning team, and global research, we have identified the “Essential Eight” practices. We have begun the work of embedding eight essential learning strands within our district.

Engage and Act:

1. Assessment for Learning: formative assessment serves the purpose of tracking and promoting learning throughout the learning process in relation to the established learning outcomes. Assessment for learning offers the greatest promise of helping all students to succeed. Educators must be assessment literate, understanding the principles of sound classroom assessment practice.

It is important to offer in-service and professional development opportunities for principals, teachers, educational principals, teachers, educational assistants, Aboriginal education workers, Student Support Services (release, supplementary service, online).

2. Data-driven Evidence for Learning: offers evidence for the ongoing cycle of instructional improvement as it provides the use of data to inform instruction. The use of student profiles and formative assessment to provide evidence of learning.

Improve staff understanding, knowledge, skills related to utilization of data/evidence including:

1. Using data to modify teaching and learning practice. 2. Using data to answer questions about student achievement/learning. 3. Teacher collaboration. 4. Fostering a culture of data-based decision-making. 5. Data system utilization (AMS – assessment management system).

Continue to allow more schools to implement the Assessment Management System. (Streaming schools into the AMS involves release time for training. At this time, we are opening spots as training completes with some schools). Develop an understanding of profiles of students and put a student intervention plan into place for those who are not meeting learning outcomes



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at grade level.

3. Cultural Competencies:

An understanding of Cultural Competencies allows individuals (students and staff) to interact and communicate effectively with people of different cultures and socio-economic backgrounds.

Five components:

1. Awareness of one’s own cultural worldview. 2. Attitude towards cultural differences. 3. Knowledge of different cultural practices and worldviews. 4. Cross-cultural skills. 5. Aboriginal ways of knowing.

In-service and professional development opportunities for all adults in the system, including principals, teachers, educational assistants, Aboriginal education workers, youth care workers, and Student Support Services personnel is important for sustainable change and a system-wide understanding.

Link the Cultural Competencies between Aboriginal Education Department and each family. (Link to the Five Learning Foci – see Goal 1: Objective 3).

4. Social and Emotional Learning (SEL): SEL programming is an effective tool in developing citizenship, academic improvement and social engagement in students. It also improves the effectiveness of classroom instruction and student engagement. Systemic SEL training in schools has a positive impact on community and family interaction. The key ingredient to implementing a good SEL program within a school is making sure that the staff and administration are involved in the programming, implementation and ongoing evaluation. Develop ability for students to: 1. Understand emotional needs. 2. Respect self and others. 3. Develop cooperative relationships. Social and emotional learning enhances academic achievement, helps students develop self-management and self-control, improves relationships, reduces conflict, improves classroom management, and helps young people’s health and success at school and in life.


Work in SEL may also be connected to action research, current and previous learning team grants and grants for students with learning disabilities.



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5. Poverty and Student Learning:

Students who live in poverty may require specific interventions, particularly in the primary grades. Our work is to better understand poverty and assess vulnerability. We need to equip staff with interventions that are helpful in raising achievement for disadvantaged students. Our specific goals include: 1. Help students develop oral language skills in primary grades. 2. Help adults within the system understand social conventions. 3. Help students understand how to develop respectful relationships.


A train-the-trainer model may be helpful as well as practical.

6. Differentiation and Universal Designs for Learning:

Differentiation is the development of flexible learning environments that can accommodate individual learning differences. It can increase learning by reducing physical, cognitive, intellectual, and organizational barriers to learning because it creates a classroom of inclusion.

Curriculum (instructional goals, methods, materials, assessment) are created to provide:

1. Multiple means of representation to give learners various ways of acquiring information and knowledge

2. Multiple means of expression to provide learners alternatives for demonstrating what they know

3. Multiple means of engagement to motivate and challenge learners and tap into their interests.

We would link to current work – Student Support Services and SD 57 research (learning team grants and grants for students with learning difficulties).

7. Enhanced Learning through Technology: It is valuable to understand how learning can be enhanced by technology. As a district, we will develop the processes of integrating technology into the learning environment (communication, research, graphic organizers, presentation) Technology may allow us to enable more self-directed learning – students construct their own understanding.



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Given the large geographical size of our school district, enhancing learning through technology is not only an interesting concept, but integral to allowing flexibility and choice, particularly to our students in rural and outlying schools.

8. Growing as Adult Learners: Supervision of Instruction and

Mentorship / Training We will continue to build on successful programs such as:

Learning Partners Program (program for new teachers and their mentors)

Learning Leaders Program (program for new principals and vice principals)

University connection (partnership with teacher candidates to provide mentorship, training, and workshop opportunities).

We will continue to partner with universities to oversee university practica, transition from university to our work force, mentorship of new teachers, and development in specialist areas.


Our Assessment Management System (AMS) pilot will give us data that can be interpreted as evidence to allow us to make effective decisions to best help our learners. We look forward to reporting more formally on the AMS system once we are able to bring a larger complement of schools into the system.

One measure that will be useful as we continue the work of the Essential Eight is the Six-Year Completion Rate. If we meet the “conditions for learning,” with the Essential Eight, we are confident that our strong educational system can meet the academic needs of our students.

Respond and Adjust:

In assessing the conditions for learning, we need to closely watch our grade-to-grade transition rates. If we retain students, we can help them to graduation. Collaborating between Aboriginal Education, Curriculum and Instruction, and Student Support Services, we will continue to monitor and adjust.

5 SUMMARY

Our district is in the midst of a transformation, both in terms of structure and moving to a more personalized learning platform. We understand that we are a part of a system that celebrates community from within as well as outside of the school district. We will continue to address issues of high vulnerability and celebrate our move towards personalized learning, all in an effort to give students the skills that they need to acquire as 21st century learners. We will strive to ensure that each child is meeting core learning outcomes at the end of each grade level.



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We are well situated, with our Families of Schools and integrated departments, to embrace a seamless pre-K to 12 student experience. However, we need to continue to focus on Early Learning, especially with our inner-city schools as well as mathematics at all levels and in all schools. We need to continue our efforts to improve the learning environment for our Aboriginal learners. With the increased funding of District Learning Team Grants in the areas of Aboriginal Education Learning and Technology Learning to complement the funds available through Curriculum and Instruction Grants, we are better poised to meet the needs of our student and staff learners. We need to continue to embrace learning throughout the system—students and adults alike.

As we grow and learn, so do our students.

district achievement contract - sd57 · district achievement contract school district no.57 (prince...

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