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An Evaluation of English Language Arts Software: A Graduate Internship Report done

through the L e h g Resource and Technology Division of the

Nova Scotia Department of Education and Culture

by

Mary M. Cameron

A report submitted to the School of Graduate Studies in partial fulfühent of the

requirements for the degree of Master of Education

Faculty of Education

Mernorial University of NewfoundIand

June 2000

Abstract

This internship report details the experience the researcher had at the Nova Scotia

Department of Education and Culture evaiuating English language arts (ELA) and other

software. Critena for the evaluation of software together with other relevant intemhip

experiences with technology are detailed. The experiences of the writer as a teacher and

technology administrator at a technologically innovative school in Alberta are brought to

bear and used to draw out the educational gains of the internship.

For my mother and father, Marion and Gerdd Stordy, for instilling within me a

passionate cornitment for lifelong learning, and for my studen's at Banded Peak School,

whose exuberance for He makes my heart sing.

Ac kno wledgements

1 would like to thank my M.Ed. supervisor, Barrie R.C. Barrell, for his patience

and helpfûl remarks regarding this report. 1 would also like to thank Glane Gorveatt,

Michael Jeffery, and the staff fiom the Learning Resource and Technology division of the

Nova Sco tia Department of Education and Culture for their acceptance of me at the LRT

centre. Their willingness to answer my never-ending questions is greatly appreciated. 1

also wish to thank my husband, Andy Cameron, for his timely encouragement and

support during the internship and the writing of this report.

Table of Contents

. . Abstract ............................................................................................................................... u

Acknowledgements ............................................................................................................ iv

................................................................................................................. Table of Contents v

Rationale ................................................... ,.. ................................................. I

Structure of Leaming Resources and Technology Division ............................................... -3

...................................................................................................... Additional Experiences il

Software Evaluation Criteria ..................................... ... ................................. 12

........................................................................................ Results of Software Evaluation -16

Banded Peak School: Inspiring a Passionate C o d t m e n t to Learning ........................... 19

.......................................................................................................................... References 27

Appendixes ........................................................................................................................ 31

Rationale

The Atlantic Provinces Education Foundation (APEF), the Western Canadian

Protocol (WCP) and Alberta Learning have a l l made technologîcal competence a

required graduation leaming outcorne (Barrell, 2000). The integration of technology into

classroom practice is now a mandatory component of the curriculum (see for example

Foundation for the Atlantic Canada English Lan&ouage Arts Curriculum, 1996, p.9). In

Atlantic Canada, most teachers have had to scramble to leam how to use technology in

meaningful ways and look for software that helps them achieve the aims and objectives

of the curriculum.

Software companies have produced, and continue to produce, a plethora of

educational material and prog-rams for use by teachers and the general public. This

M.Ed Internship report focuses on how English language arts (ELA) educational

software is to be assessed for its pedagogicd appropriateness and applicability. The

researcher spent ten weeks with the Nova Scotia Department of Education and Culture as

an information technology consultant intern. This report will articulate the work of the

intern at the Leaming Resource and Technology program division. Specifically, the

report sets out the software evaluation criteria, explicates reasons for acceptance and

rejection, and gives examples of poor, average and exceptional ELA software programs.

Finally, the researcher uses her experiences as a ciassroom teacher and technology

administrator at Randed Peak SchooI, a leading Alberta school for technology

integration, to make recommendations regarding the infusion of technology into various

ELA curricula. These recommendations should heIp various Canadian schools and

constituencies as they start to face the increasing costs and challenges brought about by

information and communications technologies (KT) integration.

Structure of Leaming Resources and Technolo gy Division

Learning Resources and Technology (LRT) is a division of the program branch of

the Nova Scotia Department of Education and Culture. The division is responsible for

providing the leaming resources and services in a more economical and efficient way

than maintainbg them at the regional or local level. The director of the branch is

Michael Jeffery. He oversees a h a n m of consultants who are al1 former teachers. LRT

provides support for classroom resources in video, computer, multimedia, and distance

education formats. The sta£€at LRT is involved in various facets of Iearning resources

and technology. There is a focus on media production, technology recycling, distance

education (Network Nova Scotia), connecting resources with curricuiar areas, and

computer software evaluation. Glane Gorveatt is an information technology consultant at

LRT; he coordinates the evaluation of microcornputer s o k a r e and multimedia products.

Thus he was the logical choice of field supervisor for the intem, and he coordinated many

of the intemship activities.

Located on Kempt Road in Halifax, Nova Scotia, the LRT has within its facilities

a technology demonstration centre. The centre is open weekdays from 8:30 a.m. - 4:30

p.m. and is where the intem spent the majority of her time. The demonstration centre

oversees more than 1300 educational s o h a r e titles at various stages of evaluation. New

programs are being constantly added to its collection. The LRT 'demo centre' contains

information technology that is considered appropriate for use in Nova Scotia schools, and

reflects the technology that can be found in the schools of the province. The province of

Nova Scotia has not dictated a single technological platform for use in schools, so the

demonstration centre contains Personal Cornputers (PC s) and MacIntosh cornputers.

The centre also contains new cornputer systems under consideration for use in the schools

of Nova Scotia Teachers and groups of teachers are encouraged to visit the

demonstratioil centre, use the software, and make comments regarding the usefulness and

applicability of various software to both subject and grade. Formal professional

development programs are ofien arranged in conjunction with school boards at the centre.

Intemship

Listed below are numerous goals and activities established by the researcher in

consultation with her supervisor pnor to undertaking the internship. Below each of the

activities and goals is a brief explanation andor reflection on how the intem met the

goals and valued the experience.

*:* To demonstrate cornpetence as an information technulogy consultant specializing in

the evaluation of educational sujhvare.

The intem kept in close contact with Glane Gorveatî, the information consultant at

LRT. Mr. Gorveatt shared his office space with the researcher and one other consultant

and made himself constantly available for questions and discussions. He cornmunîcated

regularly with the intern each morning and afternoon and passed on additional

information through email and voice mail. Mr. Gorveatt allowed the researcher to

' shadow' him whenever he felt there would be a new or unique leaming experience. This

happened most fiequently at the beginning of the internship. Mr. Gorveatt allowed the

intem to sit in on meetings and conversations with other educators and software

representatives. He allowed her to join list-serves specifically set up for Nova Scotia

teachers and consultants.

+ To improvesofhvare evaluationskiZIsbyobseniingthe team membersofLRTondto

investigute the suitability of the evaluation process.

The intern had the opportunity to evaluate over a hundred software titles during the

ten weeks at LRT (see Appendix A). The information consultant modeled his method of

evaluation and provided reading material, Web sites, and access to all software evaluation

material available at LRT.

*:* To be a liaison with sofiware companies and discuss the philosophies behind the

creation of their producrs, and to investigate exactly who is creating the educational

s o f ~ u r e that is being evaluated

Munui Mdtirnedia Solutions Ltd. is a Nova Sco tia software company based in

Halifax. Among the commercial products created by MMS are Shadows of Citadel Hill,

Oak Island Mystery, and Africville. The researcher spent time at the company where she

met software developers and graphic designers. The researcher also communicated with

other software companies via telephone and email. She talked to company

representatives f?om companies such as Clearvue, Tandex, and Apple. She also spent

t h e with a number of software salespeople who visited the demonstration centre during

the period of the internship who created the software [see above].

*:* To appZy the czrrrent theories of learning to the educational sofhare programs and to

see if a match exists between the theories of learning and the educational software

programs.

Having completed coursework that delved deeply into constructivisrn (Jonassen 199 1,

1995 ; Wilson 1995; Stommen and Lincoln 1992) and instructional design principtes

(Alessi and Trollip 199 1 ; Richey, 1993; Gagne and Briggs 1988; Grabe and Grabe 1996)

of cornputer based instruction, the researcher applied this knowledge and theory to the

software that was being evaluated.

*:* To determine ifthe E@sh language arts so@vare programs are appropriate for the

English Zanguage arts curriculum as presented in the Foundation for the Atlantic

Canada English Language Arts curriculum document.

It was imperative that the researcher became familiar with the curricular documents

(APEF) pnor to any assessrnent of software. M e r initial exposure to the documents at

the beginning of the internship, the researcher referred back to them throughout her time

at LRT.

.=+ To determine the connection between the government level of the evaluation xystem

and the clussroom Zevel of the evaluation systern.

Only after much reflection dÏd the researcher fully understand the degree of

connection between the two levels of the evaluation system. This will be discussed in

more detail later in this report.

+ To match educa.tional software with the key-stage curriculum outcomes as outlined in

the Vision for the Integrntion of Information Technologies within Nova Scotia Public

School Programs.

The researcher took part in a two-day workshop at LRT with teachers fiom Pictou

Co-, Nova Scotia. The goal of the workshop was to gather illustrative examples for

the le&g outcomes for information technology for Nova Scotia. As this event

occurred near the cornpletion of the intemship, the researcher felt competent enough to

help the learnuig resources consultant, Nancy McDonald, match the key-stage curriculum

outcomes with educational software programs (see Appendix B).

Other Specific Activities

Because of the nature of LRT, the researcher had the opportunïty to participate in

activities that far exceeded ELA software applications. These broad-ranging experiences,

though not directly related to ELA, allowed her to understand how technology was being

positioned within education. The experiences did help the resemcher see and understand

more about the technical side of software manufacturing, but also the commercial

influence at work to market and sel1 various products. These additional experiences were

important for the intern's growth as an ELA software evaluator. They included:

+ Assisti~g with in-services for teachers and stzrdent teachers on software use.

Education students fiom Mount Saint Vincent's University in Halifax came to the

demonstration centre to see examples of educational software. As well, teachers fiom

various school boards came, sotnethes as an entire staff, for professional development.

Sorne teachers came on their own accord to see what software was available for their use.

The intern's time was spent showing examples of software and discussing the "pro's and

con's" of specinc software titles as well as helping educators choose appropriate software

for their desired audience in a multiplicity of subjects.

3 Attending dernonstrations and presentatiom fiom publishers of educational so fmare.

Numerous publishers of educational software would visit the LRT to show examples

of their products. The intem would ofien meet with the publishers dong with Mi.

Gorveatt or Mr. JeBey to view the products. Often publishers would Leave examples at

LRT to be evaluated. Voyageur Interactive Technologies from Sydney, Nova Scotia was

typical of a software Company that met with the intem.

03 Attendingproduct dernomtratiom fiorn companies such as Apple Canada and Tandex

on cutting edge softwme and hardware.

The researcher attended an Apple presentation demonstrating new products and new

technology at the World Trade and Convention Centre in Halifax. (see Appendix C).

6 Investigating issues of disrance learning by participating in discussiom with the

provincial consultant of distance education and by noring curent issues and trends in

distance education in Nova Scotia,

Far Site is the software used by Network Nova Scotia (NNS) for its distance

edilcation progams. The researcher became familiar with the software and its use at

LRT- For the most part the discussions centred on the use of asynchronous distance

platforms to synchronous platforms for supporting distance progams. The researcher

also had the opportunity to investigate ACME software that was being used at Acadia

Universis. for Web-based courses.

0 3 Meeting witk technology consultants for roundtable discussions on technology in

Nova Scotia schools.

The intem represented the Nova Scotia Department of Education and Culture at a

techno logy roundtable discussion with various school board technology consultants. The

session was held at the Apple Canada office in I-Ialifax. The researcher found the

discussion insightfiil to the concems of the local school boards with regard to technology

implementation in Nova Scotia schools.

'3 Anendhg workshops ofend to the Depmtwrent of Educotion and Culture on

improved databases and searching systems.

An example of these workshops was search systems training through Infotrac.

+ Becoming farniliar with two plagorms (Apple and PC) and the technoiogy thal is

being developed in these competing areas.

The intem spent time using both platfoms te evaiuate software and became familiar

with the intricacies of each plathm.

Additional Experiences

Most of the goals outiined at the be-g of the internship were satisfied, and

the majority of the activities were accomplished. However, in addition to the anticipated

goals and stated activities, the following unanticipated activities were undertaken and

exp enenced during the three month internship :

Evaluated a National Film Board of Canada production about Internet safety called

Caught in the Net.

Placed orders for software to be purchased by the LRT.

Leamed 'Group Wise' software as a communication tool within the Department of

Education and Culture.

Read material on software and technology in relation to educational applications.

Participated in discussions with educators fiom Iceland.

The staff at LRT met with a large group of headmasters fiom Iceland to discuss issues

of technology and education. Part of the discussion included software evaluation and

demonstrations of various programs in use on Nova Scotia schools.

These activities, demonstrations, meetings, discussions, and evaluations helped the

researcher gain the practical experience needed to corne to a broad philosophical and

pedagogical understanding about the value and applicability of commercial software

applications. They formed the groundwork for some of the positions taken at her present

school in Alberta. They also went fm to ùIform the pedagogical stance she now takes as

the technology adrninistrator in her school.

Software Evaluation Criteria

The LRT publishes a database of software evduations that contains sllmmaries of

reviews done by consultants and teachers in Nova Scotia

@~://www.lib.ednet.ns.ca/softdb.h~. The information technology consultant writes a

surnmary based upon the reviews completed. Educators in Nova Scotia may acquire

listed software fiom the Nova Scotia Book Bureau using their school credit aliocation. A

software program becomes listed once it has received five more positive reviews than

negative. The intent of the database is to identify worthwhile software to be used in

Nova Scotia schools. The database on the LRT Website is searchable and contains al1

software programs in various stages of evaluation to give educators an idea of a particdar

program's capabilities. Teachers are encouraged to cornpiete formal written evaluations

of software that is available at the LRT demonstration centre. Sofbvare and evaluation

forms are also mailed out to teachers who wish to evaluate the software at their homes or

schools. The evaluation form, (see Appendix D) used by consultants and teachers, is also

available on the LRT Website.

The curent LRT evaluation form has been slightly modified over the past few

years, but the criteria for evaluation remains the same. The two-page document must

contain the title of the software, the format, and the publisher. Added to the most recent

fonn is a declaration by evaluators that they are not authors or developers of any resource

currently under consideration by the Department of Education and Culture.

Evduators must be familiar with the Essential Graduation Learnïngs (EGL) for

the Atlantic Provinces and the program of studies for Nova Scotia schools. The

appropriate EGL strand that the software satisnes m u t be chosen, as well as the

applicable key-stage outcornes for the specific curricular area Evaluators must

summarize the content of the software program and explain how they would use the

resource with leamers. They also have to identiS strengths and weaknesses of the

software.

There are four choices for ail evaiuators: highly recommended, recommended,

recommended with reservation, and not recommended. Software is highZy recornmended

if it meets the following criteria as established by the Nova Scotia Department of

Education and Culture:

The resource satisfies at Ieast one of the Essential Graduation Learnings.

It has an appropriate audience (special needs, visual learner, K-12).

It is applicable to a key-stage or grade level outcome as stated in the program of

studies.

It compliments andor replaces a cunent authorized resource.

It is the most appropriate medium for the leaming experience.

It supports creativity, andysis, decision makhg or problem solving.

It contains support materials for teachers and students.

There is no bias toward gender or racial groups.

The resource is culturally inclusive.

10. The perspective is appropriate for the recommended grade level.

11. The program is easy to install and rüns with few glitches.

Software that is recornmended would satisw most of the cnteria stated above (Baker

& King, 1993; Alessi & Trollip, 199 1; Heller, 1991; Hannafin & Peck, 1988). Software

that would be recommended with resewation would be weak in a few areas, but still

basically a good program. For exampie, a program that meets most criteria but has poor

sound quality would be recomrnended with reservarion. Software that is not

recommended would be any program containing any bias (gender, cuitural, raciai), poor

prose, or inaudible sound despite meeting dl other criteria Software that is flawed by

failing the evaluation criteria is rejected.

The researcher also went beyond the required evaluation criteria. She used her

theoretical kno wledge of constructivist learning environments (Jonnasen, 1 99 1, 1 99 5,

1996; Wilson, 1995; Stommen & Lincoln, 1992) and instructional design (Hustedde,

1996; Richey, 1993; Alessi, & Trollip, 1991 ; Gagne, Bnggs, & Wager, 198 8; Hannafin &

Peck, 1988) for computer-based instruction when evaluating the software for LRT. The

combination of sound, te*, and graphic images was one particular interest of the

researcher. There should be no redundancy of information for learning to be extended,

but a proper combination of sound, text, and images (Mann, 1995,1995a, 1995b). More

specificdy, sound on a screen should give the overd gist of the information being

provided. The text should contain the details, and the graphic images should support the

information given through sound and text. The researcher also andyzed the appropriate

use of sound in the programs. She specifically looked at 'point of view' sound, sound for

mood, narrative sound, and temporal sound. According to Mann (1995) temporal sound

extends Iearning by cueing the user to information on another screen.

LRT promotes constnictivism. Says GIane Gorveatt on the type of software the

LRT seeks for use in Nova Scotia schools, " We prefer constructivist s o f ~ a r e allowing

students to have rich experiences not othenvise possible "

fitt~i://lrt.ednet.ns.ca/derno .htm).

According to Jonassen (1996) constructivist learning environments allow students to have

rich experiences that are comected to the real world. The students actively create their

own knowledge by combining their new information with their own personai

experiences. Softul-are that is constructivist by nature is open-ended, gives partiai

answers to students through cognitive apprenticeship, and demands that they use

creativity, problem solving abilities, and higher order decision making skills. Thus, in

addition to the normal criteria, the researcher looked for software programs that appeared

constnictivist by design. Wrïtten evaluations would draw attention to this fact.

Resdts of Software Evaluation

During the internship, the researcher spent time evaluating software in all

cumicular areas. She completed over thirty formai evaluations of software programs, but

did close to one hundred iaforrnal evduations. There was a wide spectrum in the quality

of the programs. Of the thirty formai evaluations, the researcher oniy recommended six

programs and rejected nine outright.

In My Own Voice: Multicultural Paets on Identity, published by Sunburst, and

Wriling for Readers by Pierian Springs are two examples of software that met ail the

critena established by LRT. In My Own Voice is an interactive collection of

contemporary multicultural American poetry that is intended to inspire creative work by

the user. The ELA program is nch in many ways; sound, text, and images combine to

give the user the sensation that he /she is sitting in a café in Greenwich Village listening

to the poets explain how they bring themselves into their ivriting. The opportunity to

hear the poets' voices with the lilt of their particular dialect and the ability of the user to

choose appropriate background music makes for a feeling of authenticity. In addition,

users c m use a word generator to heIp them overcome writers' block. Despite a lack of

Canadian poets, the program is valuable as a resource in an ELA classroom. It is

presently only available in MacIntosh format.

Writing for Readers by Pierian Springs is a Machtosh program that provides

video clips of American writers taking about thek writing strategies. Users are

challenged to broaden their writing skills by getting advice fiom experts, sharing their

writing with others, setting goals for future wrïtirig, and thinking critically about areas of

writing. By using an idea generating process, users can choose a plot, characters, and

setting. The software is easy to use and contains a helpful user's manual. It also has

'sticlq notes' that allow a student or teacher to cofzlfnunicate within a document about the

process. Wrf~ing for Readers is an excellent tool for promoting coilaborative writing.

The software is open-ended, complernents the writing process used in classrooms, and

gives a comprehensive view of what is involved in being a writer and in thinking like

one. There is stnictured assistance within the program making it useful to d e r s with

special needs.

Finding products to reject was unfortunately alt too easy for the researcher. At

the other end of the s p e c t m are two examples of ELA software not recornmended by

the intern: William Shakespeare: The Complete Works by Andromeda Interactive and

How To Read & Understand Poeîry published by Clearvue. The Shakespearean program

contained Shakespeare's complete works on CD-ROM. It was dortunately mostly text-

based with very Iittle interactivity for the user. The program simply gave information.

While the information is atiractively presented, it is very linear and presents few

challenges. IVith so much available on the World Wide Web about Shakespeare, the

researcher found it is difficult to see the value of WilIiam Shakespeare: The Complete

Worh. This software might lend itselfmore to scholars searching out particular lines of

plays.

How to Read and Understand Poetry is a program that contains poetry and

comments fiom poets. Information is presented to the user on content, form, and the

interpretation of poetry. This program was immediately rejected by the researcher

because of its use of sexist language. In order to understand how a program could be

o z t e d in the late 20" century and contain text that is outnght sexist in nature the

researcher contacted Clearvue, a Chicago-based software publishing Company.

According to the editor who also worked as the educationd specialist, the CD-ROM was

created because of the popularity of the book by the same name. The CD-ROM'S were

created in the early 90's and are the exact text found in the book. When the researcher

informed the publisher that it would be impossible to recommend the program, the

response was that it would be too expensive to change the narration of the CD-ROM, but

that the language would be changed when the next edition wodd be published.

During the evaluation process certain trends began to surface for the researcher.

Software published by companies such as Tom Snyder, Pierian Springs, and Broderbund

tended to meet more of the evaluation criteria than many of the other publishing

companies. The intem also noted that sofivare created for use with the MacIntosh

format tended to meet more critena of the evaluation process than many programs

created for use with the PC format. It was felt that these companies seemed to have an

etfiic and a basic understanding of high quality software with real educationai

applications. The researcher has no evidence that would support the greater success of

MacIntosh platfonns.

Banded Peak School: Inspiring a Passionate Commïtment to Learning

Banded Peak School is courageously cornmitted to the passionate engagement of

the min4 body and spirit through challenging the status quo, advancing

educational knowledge and practice, cultivating and celebrating of uniqueness,

developing vibrant partnerships, fostering environmental literacy and

responsibility and optimizing al1 resources to enhance and extend teaching and

Zearn ing.

The vision statement of Banded Peak School

Shortly after completing her intemhip, the researcher continued her career in

education at Banded Peak School (see Appendix E). Located half an hour West of

Caigary, Alberta, Banded Peak is in the hamlet of Bragg Creek. The school is situated in

a clearing of aspen and pine in a picturesque setting in the foothills to the Canadian

Rockies. The philosophy of the school is to move toward a new paradigm of teaching

and learning. Teachers are encouraged to push the edge of possibility with the5 students.

Work is to be meaningful and connected to the real world. To achieve this, the school

strives to be a student-c entred learning environment where students actively constnict

their own knowledge through project based inquiry. A member of the Network of

hova t ive Schools, Banded Peak was the fïrst school that the Galileo Educational

Network at the Universiw of Calgary decided to work in collaboration with. The school

is celebrated for its integration of technology into the school curriculum. The physical

structure of the building reflects the philosophy of the school. Cornputers are located

throughout the school in pods in hallways and throughout the classrooms (see Appendix

F). Hence machines are easily accessible to students at d l times. The biweekly trip to

the computer lab according to a fïxed schedule is not the reality for Banded Peak

students. Students use the technology when it makes sense in their learning It is not in

the philosophy of the school to lock machines up or to make it difficult for users to gain

access to them.

The researcher also functions as the network administrator for the school; Banded

Peak visionaries knew that there had to be a strong comection between the structure of

the network and the philosophy of the school. Stucients have access to tbeir work and the

Internet £?om al1 workstations throughout the building. As well as every user having their

own directory, there is a shared directory for collaborative work by both teachers and

students. Access on the network is sirnilar to access to the hardware; there is open access

to software, property settings, personalized desktops, and operating systems of the 'real

world'. The software that is used by students is the same as the software used by

teachers, government, and industry. Students and teachers use Microsofi Office in their

daily work as well as other utility software. USlity software is software such as word

processors, presentation software, spreadsheets, and databases. Jonassen (1 996) uses the

terrn mindtools to describe utility software. At Banded Peak, students use the software as

a means to create and organize their own knowledge and present their work. They

organize, analyze, synthesize, problern solve, and program using utility software.

If there were a school that was going to use ELA software in instruction, Banded

Peak would be it. M e r exposure to a wide range of software the researcher finds she

uses very few of the commercial programs she evaluated. The technology that is used by

her grade 2 class parallels software used in business and by adults. Students compose

their own stories using Microsof? Word or multimedia presentation software such as

Microsof? PowerPo int or Astound. The s tudents create hypertext documents linking to

the Intemet or Intranet. They use digital cameras and associated software to enhance or

edit theK pictures. The student software presently in use requires that student read, listen,

discuss, and represent their knowledge; these are ail aspects of ELA. When the students

compose using pictures, sound, and written creative text, they are again using ELA

related skiUs.

It is the authenticity of students' actions and investigations that is important at

Banded Peak. Presently the researcher's class is studying Mars

@ttp://www.rockwiew.ab.ca/bpeak/classes/~ade2f~ameron/index.html). The students

decided they needed to investigate the Red I'la.net in a way similar to NASA

investigations; they have formed five teams that are developing robots using Lego

Mindstorms robotics kits and will be performing specific tasks as decided upon by the

students (see Appendix G). The robots will be searching for Me, searching for plants and

water, digging underground, collecting soil, and coilecting gases. The students have

created to scde a section of the terrain of Mars in the centre of their classroom measuring

8 feet by 8 feet. Using programming software the grade two students have added touch

sensors, light sensors, temperature sensors, and other attachments to the robots according

to their specific fûnctions and requirements. The software is transrnitted fiom the

cornputers to the robots through the use of idiared technology. The children download

and test out their instructions and the capabilities of the structures they build. Through an

online project called Red Rover Red Rover, a collaborative project with The Planetary

Society, NASA, and Lego, the children of Banded Peak will be able to use the Internet to

rnanipulate robots in classrooms in other parts of the world. Students in France or

Germany will have the opportunity to rnanipulate the robots of Banded Peak. This

manipulation of robots through remote means using a computer is the exact mode1 of how

NASA and their Jet Propulsion Laboratory scientists manipulate their rovers.

ELA software at Banded Peak is utility software avadable to any purchaser of a

computer. Software is used as a mindtool and not as a drill and practice tool such as

software like Sticky Bear or Reader Rabbit. The fears of people Like Michael Apple

(1 99 1) and Lamy Cuban (1 986) who often see computers as producing students with a

mechanistic view of the world or computers used as substitute teachers is ill-founded

when computers are used according to the teaching and learning strategies of Banded

Peak. According to Marinucci (1999), "Here [Banded Peaq the shared perception is not

the comrnonly pitched belief of the computer as an isolator and rninimizer of human

interaction. On the contrary7 it is the lively, ofien heated, human interaction around these

machines that invigorates the illusion and imbues the magic of possibilities" (p. 17).

Conclusion

Any recommendations involving the integration of technology into school

practice m u t take into account the geopolitical forces that impact the work schools do.

The conglornerates that now control most of the co~ll~unications, information,

entertainment, publishing, and media industries have dominion over many of the outlets

for the dissesnination of their commercial products and endorsements. Schools, if they

have the d l , can now challenge the claims of these cornpanies andpublish their own

views, concems, research, and investigations to either cause political action, challenge

Company claims, or display their own visual, audio, or written texts that offer a counter or

different view of the world.

Schools no longer need to operate in isolation. Information now nows into the

classrooms of the nation through Intemet and local area networks and databases.

However, information and knowledge claims can also readily flow out of the classrooms

and into the world. For students this means their work can take on an authentic

resonance. Schoolwork no longer needs to be private work. Schoolwork c m now have

political, commercial, or artistic consequences in the world. When and if appropriate it

can be put up on the Web and receive responses that are unique; sometimes the responses

are even unusual and touching.

Here are just three examples fiom the researcher's own school where the students'

published work using various software applications has had an effect on government, an

academic, and indus-. Using a variety of applications, students presented to the

legislature of Alberta information that influenced the denial of an application for

subdivision bordering on Kananaskis Country. Using the Intemet, grade two students

displayed their scanned images of their visual representations of the Greek classic, The

Odvssey, on the Banded Peak Web site. Two years later, a Greek professor, Paul

Lykoudis, used one of the students' images for the cover of his modem Greek translation

of the epic after he had extensive email communications with the young students. The

book is on display in the school with an acknowledgernent to the school and students.

The researcher's grade two cIass communicated with a New Zealand businessperson

through email on the proper way to use SMARTBoards. The businessperson planned to

introduce the technology to New Zealand for the fïrst time and he was told by a Canadian

educator at a technology conference in New Zealand about the students at Banded Peak

and their fiequent use of SMARTBoards. The students discussed the nght things to do

when using the interactive white board as well as the things not to do with the leaming

tool. With the students' permission, the Galileo Educational Network at the University of

Calgary fonvarded the email on to the CE0 of SMART Technologies. Students who

have experienced the dissemination of their work in these authentic ways have gained

agency in the world d e r these experiences.

HaWig presented work at the Canadian Society for the Study of Educaîion

(Cameron and Barrell, 2000) in Edmonton Alberta, the researcher noticed Ersthand the

lack of pedagogical understanding of technology and leaming arnongst some of those

present. A number of elementary ELA professors who are now beginning to include and

discuss various software prograrns in their classes were htrigued by the work of the

students of Banded Peak School and the integration of English language arts into their

project-based inquiry in often seamless ways.

The researcher's experience at Banded Peak School as a teacher and technology

adminisirator has changed her pedagogical orientation and educational philosophy.

During the internship at LRT, the intem was less concerned with deeper pedagogical

questions surrounding educational software than she was with understanding what

software was available for student use in Nov9 Scotia schools. In a student-centred

classroom where authentic activities and profound investigations are undertaken, there is

very little use or need for commercially produced software with specific foci.

The use of technology as a learning tool in classrooms is an area that needs

continuous reflection and probing by al1 involved. Placing computers and software in

schools without changing fundamental teaching and leaming practices is ofien nuitless

and expensive. Clifford and Friesen (1995), of the Galileo Educational Network state:

"We might, as Papea (1993) says, simply try to strap the jet engine of powerfil

computers to the old, worn-out fiame of o u horse and buggy school. lf we do that, the

end result will be unfortunate. Al1 we will do is shake the buggy to bits and scare al1 the

horses" (55).

The experience of the internship at LRT evaluating software for Nova Scotia

schools was a valuable experience in many ways. It helped the researcher become more

critical and thoughtfül about software applications. She developed a deeper

understanding of the types of professional development that classroom teachers require

and are entitled to in their practice. The policy issues surrounding technology and

software use in schools al1 became apparent.

Around her classroom sits the c a d e walls f?om last years' investigation of the

Middle Ages. Now within those walls sits an eight by eight reconstruction of the Martian

landscape complete with programmed robots ready to explore and probe. Olyrnpus Mons

rises up four feet into the air and fiom the ceiling the dark night sky shows stars, the

moons of Mars, Phobos and Deimos, and Earth an imagination away. The children will

not think about the software programs they used or the technology they mastered during

their investigations. They will dream of Greek myths, planets yet to be discovered, and

even life lived in another dimension. The possible fmding of water on Mars in June 2000

has very real rneaning for these students and rnakes them dance with excitement Their

leaming environment is the world around LIS, and technology has allowed their classroom

w d s to expand to limitless boundaries.

References

Alberta Learning [Online]. Available: htt~://ednet.edc.oov.ab.ca/

Atlantic Canada English Ianguage arts cumcdum guide, grades 10-12 (1 997).

Alessi, S ., & Trollip, S. (199 1). Computer-based instruction: Methods and

development (4" ed.). New Jersey: Prentice Hall.

Apple, M.W. (1991). The new technology: 1s it part of the solution or part of the

problem in education?" Compziters in the Schools 8 ( 1 -3), 59-8 1.

Atlantic Provinces Education Foundation [Online] . Available:

h t t ~ ://www.ednet.ns.ca/educ/d depot/APEF

Banded Peak School h~://www,rock_wiew.ab-ca/b~eak

Barker, P., & King, T. (1993). Evaluating interactive multimedia courseware: A

methodology. Cornputers and Education 21 (4) 307-3 19.

Barrell, B. (2000). A discipline in metamorphosis. In B. Barrell, & R. Hammett (Eds.),

Advocating Change: Contemporary Issues in Subject English (pp.35-48). Toronto: Irwin

Publishing .

Cameron M., & Barrell, B. (2000, May). Sticb Beurs, Reading Rabbits, and Bank

Street Writers: A Critical Look at English Language Arts Soffware. Paper presented at

the meeting of the Canadian Society for the Study of Education, Edmonton, Alberta.

Clifford, P., & Friesen, S. (1995). Hard fun: Teaching and learning for the twenty-

first century [Online]. Available:

h~://~~~.acs~ucal~arv.ca~-iarduie/pub~ish/hardfun.html

Cuban, L. (1986). The classroom uses of technology since 1920. New York: Teachers

College Press.

Foundarion for the Atlantic Canada English Language Arts Curriculm. (1 996).

Government of Newfoundland and Labrador Department of Education, Division of

Program Development,

Gagne, R, Briggs, L., & Wager, W. (1 988). Principles of instructional design (3rd

ed.). New York: Hot, Rinehart, and Winston.

Grabe, M., & Grabe, C. (1998). Infegrating rechnology for rneaningfirl learning.

Toronto: Houghton Mifflin.

Grade 2C at Banded Peak School

Hanna&, M., & Peck, K. (1 988). The design, development and evaluation of

instructional so$ware. New York: Macmillan.

Heller, R. (1 99 1). Evaluating software: A review of the options. Cornputers and

Education, 1 7 (4), 285-29 1.

How to Read and Understand Poetry [Computer software]. Chicago:

Clearvue.

Hustedde, S. (1 996). Developing with asyrnetrii toolbook: Appliedprograrnming

theory. Scarborough, ON: Nelson Canada.

In My Own Voice: MuIticuituraI Poets on Identity [Computer software].

Pleasantville, New York: Sunburst.

Jonassen, D. (1 99 1). Evaluating consû-uctivist learning. EducationaI Technology, 29.

Jonassen, D. (1995). Supporting communities of learners with technology: A vision

of integrating technology with leamers in schools. Educational Technology, 35 (4), 60-

63.

Jonassen, D. (1996). Cornputers in the classroom: MindtooZs for critical thinking.

Englewood, NJ: Prentice-Hall.

Learning Resources and Technology htto://lrt.ednet.ns.ca/

Learning Resources and Technology Sofhvme Datubase

http://~tr~~~.1ib,ednet.ns.cdsoftdb.html

Mann, B. (1995). Focusing attention with temporal sound Journal -

Mann, B. (1995a). Enhancing educational software with audio: Assignhg str~~ctural

and functional attributes fiom the SSF model. British Journal of Educational TechnoZogy,

26 (l), 16-29.

Mann, B. (1995b). Catching the .wav: Adding sound to hypermedia leamhg

environments. HperNexus 6 (3), 1 8-2 1.

Marinucci, S. (1 999). Knowing Galileo: hovat ive learning in a professional

development school. Journal of Online Learning IO (2), 14- 19.

Papert, S . (1993). The children 's machine: Rethinking school in the age of the

cornputer. New York: Book Basics.

Richey, R.C. (1993). Instructional design theory and a changing field. Educational

Technology, 2, 16-21.

Stomrnen, E., & Lincoln, B. (1 992). Constructivism, technology, and the future of

classroom leaming [Online]. Available: http://v.S .iltweb/kl2/livetextl

Western Canadian Protocol - Cornmon Curriculum Frarnework [On-line]. Available:

Wilson, B. (1995). Constructivist leaming environments: Metaphors for inslruction.

Educutional Technolo~, Sept-Oct., 25-29.

William Shakespeare: The Complete Works [Computer software]. Thousand Oaks,

California: Andromeda Interactive.

Writing for Readers [Computer software]. Portland, Oregon: Pierian Springs.

Appendix A

Example of a communication about s o h a r e evaluation between the director of LRT and

the researcher

Frorn: Michael Jeffrey To: CAMEROMM Date: 3/27/98 4:31 prn Subject: The Wortd of the intemet -RepIy

An excellent review. Thanks - 1 agree with you.

I was disappointed in the material.

MGJ

>>> Mary Cameron O3127198 03:17prn >>> Hi. I took a look at this product and here are rny thoughts:

Part of me liked this product and part of me didn't.

While others think "why pay for sornething that is free on the Internet?" 1 don't necessanly agree. I Iike the idea of the CD-ROM, because it is the very fear of going on the Intemet that teachers must overcome, and I do not think that the people who need this type of instruction would go ta the "free" sites in the first place. Using the CD-ROM, teachers can feel secure in the fact that they can't do anything too wrong. Sol the concept of the product 1 like-..( Although 1 realize that GG disagrees with me on this ... !)

BUT ...

I believe that much of the program with the exception of the few simulations (which were good) might as well have been in book form.

1 also think that by using Screen Cam we could do a much better job .... and we wutd get much better testimonials (1 like the testimonial idea. btw)

There is a lack of depth in the program. Even though it is for novice users I stiIl believe that more could have been covered in each section. 1 think the thing that is blatantly missing is the fack of showing specifically how each topic can be used to enhance leaming and teaching. It seemed Iike it was a lot of work with little content.

Let me put it this way: If it were free then it is great! 1 don't think it is free however.

I like the leaness of the text and the set-up of most of the screens.

So there you have it.

Have a great weekend.

Appendix B

Vision for the Integration of Information Technologies within Nova Scotia Public School

Programs: Software Matching

Hsiun for the Integration of Information Technologies within Nova Scotia Public School Program: Samare Mafching

By the end of grade 3

+ Cornputer-based painting

1. Orly's Draw a Story

1. Orly's Draw a Story

+ Simulation

1. SimPark 2. Magic School Bus Series 3. My Make Believe Castle

+ Word-processing and publishing

1. Kid Works 2 Deluxe 2. Story Weaver Deluxe 3. Easy Book 4. Web Workshop 5. KidPix2

+ Exploring curriculum ideas

1, Blocks inMotion 2. My First Incredible Amazing Dictionary 3. DK Nature 4. My Personal Tutor 5 - Mllie's Math Houe 6. Franklin L e m s Math 7. Franklin' s Reading World 8. Kid Phonics

By t . e end ofgrade 6

+ Create and edit images to demonstrate understanding of concepts and ideas visually

1. Graph Action Plus

+ Planning software to brainstorm, outline ideas

1. Inspiration

+ Create databases and discover pattern and relationships between data

1. Claris Works

+ Work collaboratively and independently with multimedia presentation, web page creation

HyperStudio Avid Cinema Asymetrix Multimedia ToolBook AOL Press Mïcrosoft PowerPoinî Adobe PageMaker Microsoft Frontpage 98

+ Use scanners, video-editing, sound-oditing

1. Avid Cinema 2. HyperStudio 3. Adobe Premiere 4. Asymetrix Multimedia ToolB ook

t Explore numeric and geornetric situations

1. Building Perspectives 2. The Lost Mïnd of Dr. Brain

B-y the end of grade 9

+ Planning software to brainstorm, outline ideas

1. Inspiration

+ Create charts, tables, and graphs

1. Chris Works 2. Mïcrosofi Excel

+ Design, create and manipulate spreadsheets and databases

1. Glaris Works 2. Mlcrosoft Excel

+ Use specialized software

1. Writing for Readers 2. Earth Explorer 3. Hollywood High

+ Use computer-based simulation software to explore curriculum

1. Hot Dog Stand: The Works 2. SimCiiy Classic 3. Yukon Trail

+ Create, m o d e and process information

Microsofk Front Page 98 Champ Interface Screen Cam Claris Works Writing for Readers DK Science

4 Develop multimedia presentations

1. HyperStudio 2. Avid Cinema 3. Asymetrix Multimedia ToolBook

Mïcroso£t PowerPoint Adobe PageMaker

4 Explore more complex numenc and geometnc situations

1. Building Perspectives 2. Mighty Math Cosmic Geometry

By the end of made 12

4 Create complex charts, tables, and graphs

1 - Mcrosoft Excel 2. Claris Works

+ Design, create, and manipulate spreadsheets and databases

1. McrosoR Excel 2. Claris Works

+ Evaluate, select, and use specialized s o h a r e

1. In My Own Voice 2. Speed Reader II 3. Screen Cam 4. Avid Cinema 5. HyperStudio 6. Shakespeare on CD-ROM (MacBeth, Romeo and Juliet)

+ Compter-based simulations to explore and to represent c ~ c u l u m ideas

1. Saunders Interactive Chemistry 2. Interactive Physics

+ Planning software to brainstorm

1. Inspiration

+ Create, revise, edit, and publish work

1. Orchestrating Multimedia 2. Microsoft Frontpage 98 3 - Clark Works 4. Cornmon Space 5. Adobe PageMaker 6. Siudy'iVorks for Schools

Appendix C

Technology Roundtable Agenda wiîh Apple Canada

Techno Logy Roundtable Agenda

WC arc pteased to c o n h your attendance at our Technology Roundtable' being held Thursday, February 19,1996. Full day schedule is as follows:

9:30 a.m. - 12:00 Noon Apple Presentation - New Products - New Technology WorId Trade & Convention Centre Highland Suite # G 1800 Argyle Street Halifax, Nova Scotia

h n c h @ 'My Apartmmt' Restaurant A~gyfe Street - Next to Canada Trust Building

k10 p . a - 3:30 p.m. Apple Office Canada Trust Building Suite 320 1718 Argyle Street I+difax, Nova Scotia 83 j 3N6

Appendix D

Software Evaluation Fonn at Learning Resources a d Technology, Nova Scotia

Department of Education and Culture

Video and Software Evaluation Form See LRT Reports and Resources at: http://lrt.ednet.ns.ca/

TITLE:

Software (Format ) Video (Series ) Publisher

1 Evaluator Name: Date: 1

il School Address

1 am not an author or developer of a resource currently under consideration for acquisition by the Department of Education and Culture, nor am 1 contracted to produce a resource for submission for consideration b y the Department:

Signature:

Il Recommendation: (E'lease circle your choice.)

' Highly Recommended Recomrnended Recornmended with Reservation Not Recommended

A~plicable Essential Graduation Leaminas: Please circle those satisfred. Aesthetic Expression Communication Problem S olving Citizenship

Personal Development Technological Cornpetence

Curriculum Area Grade Level Appropriate Audience for resource (specid needs, visual leamer, etc.)

Applicable Key-Stage or Grade Level Outcomes:

P e d a ~ o ~ i c a l Evafuation Surnrnarize the content of the program:

Describe how this resource complements andlor replaces any resources currently authorized or recommended for use within the program or course identified above.

Page 2 LRT Resource Evaluation Form

Nova Scotia Department of Education and Culture, Leaming Resources and Techology 3770 Kempt Road, Halifax, Nova Scotia B3K 4x8 Fax to:902-424-0633

STRENGTHS:

WEAKNESSES:

1s this the most appropriate medium for this Ieaming experience? Wh y?

How does the resource support or promote student creativity, analysis, decision making and problern solving?

List support materials available with the resource.

What, if any, additional support materials would be useful?

IdentiQ any bias evident in this resource.

How is the resource culturally inclusive?

Comment on the perspective/viewpoint of the resource and its appropriateness for students at this grade level.

Describe how you would use the resource with leamers:

Appendix E

School Education PIan for Banded Peak School

BANDED PEAK SCHOOL

BANDECI PEAK S C H O O L

School Education Plan

Principal:

Date:

Amendment Date:

Dave Morris, B.Ed., M.Ed.

September 30, 1999

O Banded Peak Sdiool h c k y View School Dkion

Posl Bag 4. Bragg Ge& Aberta Phone (403)949-2192 a Fax (-lû3)9+9-4067

internet www.rodcyview.ab.ca/bPeak

...... ...... ............ INTRODUCTION ...,. .. 2

............. 1998 -200 t SCHOOL PROFILE 9

................................... SCHOOL GOALS 11

SECTIOS 3

STUDEST ACHIEVEMENT RESULTS .............................................................. 19

GRADE 3 PROVINCIAL ..................... .%CHIE\'EMEPrT EXARIS 19

GRkDE 6 PROVINCIAL ACKZEI'EMENT RESULTS ................. 20

SECTION 3

SCKOOL O RGANIZATION ................. 21

P R O G R A m ELlVERY PRIORITIES AND CHANGES..- .................................. 21

................... SCHOOL CALEND AR ,..,... 23

ORGANIZATlONAL AND P.D. DAYS24

ORGAN[ZAT~'~AL Rc PROFESSLONAL DEVELOPMEST DXYSERROR! BOOKMARK SOT DEFIXED.

Organizarional DaresError! Bookmark nof deftrred

Topic/Ac5vicyError! Bookmark not defined.

School-Brzczd PB. DatesError! Bookrnark nof defirled.

ïopid.4cCcicyError! Bookmark not defined.

SCHOOGB-GED DECISION MAKING ................................................ PROCESS 29

SECTION 5

SCHOOL BLDGET

BUDGET PEZESENYATION SUMMARY ........................................ 1998 - 2001 ..-. 30

SCHOOL ESTABL[SH ED FEES ......... 31

................................ APPROVAL FOFUI 32

3 9 9 8 - 2 0 0 3 S C H O O L E D U C A T I O N P L A N S A N D E D P E A K S C H O O L

Foreword

The challetzge of change is forcing z<s (O i-erhi~k OUI- imlnes and [O

rekindle the spirit of achretztuc-c. It wiZl rnke co rwage, reso urcefuiness and er~ciru-ance ro nzeer th3 challenge - rhe courage to ny. lo cornnzic and take more r-ish; the resorrr-cefirlness ro be irinovafive ar~d cr-eativc in jtrding m w r v q s of doing old tlzings: and rhe endzu-ance Co keep nzoving forward despite ail the setback.

T he words of John Arna~ speak d i r e to whar is at the har t of die work we do at Banded Peak Sdiool. Courage, resourefuLress and endurance are dire key artributes required to meet challeqes h d on and for xeachers and

mdents ro achieve opcimal mccess in teachrng and leamlig.

h a collective group of edumors, parents, and orhers inreresed in education, we work hard to support OUT mdents (and each o h ) face the challenges of living Li a rapidly changing wodd We take v q - seriou+ our obli+on CO prepare young people for the future. We beLwe success dl arise kom m i d m a+g not oniy rhe knowledge, skîll and wisdom requked for today, but &O from J ie i r &&ty to ma;Ztain a cornmitment CO Learning thar di enable thern ra aoqule die k.nowledge, skih and nvdom required for comorron-.

AL Banded Peak School we work togerher to foster in each mdent a passionate comrnitmenc to leaming and succe&& in a ç o Q q which is ever chai+& fast- paced, infornacion-based, and globidy o r i e n d

A context for our School Education Plan

. 1 9 9 8 - 2 0 0 i S C H O O L E D U C A T I O N P L A N B A N D E D P E A K S C H O O L

Introduction

"lani riuciied fo be hcre ... to sce evnrnples of hovn t i ve leaching and imointivc icarning ~ h n t 13 going oii and is prurnoied by GnZiIeo Cenfrc irwc crr Bondcd Peak I thirik hnt os bzrsijless icc~det=r and corrzmrrnity leaclct-s Acre yort IQIOIV (lzcrt in or-der- ro rcmnirz compefifivc and pi~pcireci for fhe ncxf nri[lcriiunl yorc kmle ro have m7 ccige. Yoz~ f7mje to be imovahe. 1 ~hirzk t h cilsu opplies itz the ni-ea of edzrccrtior~. I 'd hmc to scry th& having visited hri~~ckcis and himireds of schoois in the province and scf~oois orriside this proririce os \sell, fhis is orle of the r?zosf irmovalive that I've evei- seen. One o f the nzost speciczl schools perhaps in the entire wor-ki- ' '

Honortrabtc Gary Mar Q.C., ~lfjjzisier of Elucutiun

Opert Home ar Banded Peak Mnrch 19, 1999.

Courage, Resourcefulness, and Endurance: The Banded Peak Sfory

From the omet, teachers and midenrs of Banded Peak School have been cded upon m h d innovative solutions to major challenges. The firn: challenge was <O esablish ouselves and begin building a &ique d & e u 3 e we were d-housed in Elbow Valley School under difficult conditions. W e facd ~hysical IimZtations t h a ~ could O& be o;ercorne by waitlig. We knerv d m we &O id-a iot of work ta do in meeting & demands thar a cornmitment m an innovzive schcol pkced upon us.

Des~ite che shortaee of resources and our colle&-e lack of emerience with the h d s of cOmputer appIi&ions we knew we needed to lm, n~ madi s igd ican t progresç in establishins fundamend directions for our school even before we leh Elbow Valley.

Teaching and leaming n-ould be the focils of ail our th;rikrng. Technolog would k one of many tools we would cal1 u p n as n7e looked for new ways of

1 9 9 6 - 2 0 0 1 S C H O O L E D U C A T I O N P L A N B A N D E 0 P E A K S C H O O L

Tearning MdiLi grades was escablirhed, md m-O t a n s underrook ro pilot die idea of keeping children togecher &ch die same ceaches for more than one Y= Innovarive projects such as the Sigh~ and Light, Odysseus and the AT 8~ T collaboracive web site were compleced and housed on our newk developed school web site In-service and support were pur in place for teachers ro begh to acquire the skiüs chey wouid need in order to meet the Alberta Education Technology Outcorn& requlements estabLished for d e n u in Grade S k The scope and purpose of the M e o Cencer was more dearly defined, and plans for bringing Li our fint pro ject teachefi and the GaLleo FeUow were re.alized-

Through the transition time to our new fadit).--. we maincained a co&trnew CO

innovation and to building a unique idenucy for Banded Peak School. We had our school, and we knew what&ntedrnox: the chddrm.

At the stan of our Gnt "real" yeas (1997-95) as a "real" school, we worked hard Teachers and students began to-explo~ proje&-based 1eam;ig. We saw breathcdung resulcs: A Grade Two dass wrote, choreographed and perfomed ?Im Dreun $.4qs, Lispired the yyear before by th& w o r k d R i w n h . Anodier dass of Grade Two's iniuaced, m a i n e c i and comple~ed a collaboracis-e, on-LLie projea with children in Ausualia Grade S i x students who wrote lentrs of concern to the provincial govemment about land use issues in the KananaAs had th& letters kad into b a r d , the offiud record of the Alberca legistmz. Throughout the school midents created projecrs and displays. They wmte wonctful scories. Thqr painceci, sdpred, dance4 debared: all the kinds of th;igs that mark l-ibraq engaged leamlig.

One of the cormniments of Banded Peak Schocl nlas CO exdore the wavs in which L d

emerglig technologies create new opporrunities fcr studenc learnïng. We were keedy a m e that r ~ o i o g y both enables and r+es icodarnend changes in teaching and leunkg, and ia our fim fidi year, we set about -he r& of establishing what &ose

1Xu;ng 1997-98, we enablished a robm compi-er n m o r k thar allowed statf and d e n t s to work interaaively throughout the s b l , and on-Line Students had and conkue to have easy, relevant and regular accesc CO &e cornputers. Individualiy, in srnall groups and as entke darses, they amsed cc'aputers as diey need them for di& m-odc. Throughout the school, mdents learned h e basics of £de management on a nmork , and the STARS mentorïng program miked a corps of student experts who n-ere able [O troubleshoot in rhis vital a r a At fi-eïy pde, midena r~utLieky used hkroso fi Vord as they wrote nones and repom- blany used presentation sofcware such as Ponw Point Smdencs ar d grades +ored r n k e d i a software such as h IuItimedia Workshop and m d i o , h c o - r a ~ g gaphs, sound, fh clips, gqhics and hyperlinks Lito rhek research proje=. Older children roukely scripted

1 9 9 8 - 2 0 0 i S C H O O L E D U C A T I O N P L A N B A N D E D P E A K S C H O O L

web pages. They searched die Internec for up-to-the minute information. Chîldren used sprdheecs and created grapk as diey rnanaged dam. Our Smatrboard, scanner and digitaI cimeras were cornant use.

For d ~ e mff, there was much CO ccelbrate in in allese accornplishrnents, but there were &O struggles, set-backs and di6cuJtier. Some days it felt as if diere were O+

problerns. And some days it still feels chat way. 6mrnittd to a dream, we were keedy awa-e of all the ways and places we fdt we had f d e n sholr of our ideals. Striving alwxys for the very ben, cornmitcecl dolJy to the young people Li our charge, we were never contenc just m " sede for", jm to "get by", even jm ro celebrate. We pushed ourselves hard on 3ie children's behalf. Accomplishg one part of any wk, we Lnmediately set about doing more.

1995-99 broughc numerous changes includ;ig the recognition that the work that was so treanved by and central to those at Banded Peak School was somechlig ro be celebrated Aithough we realized our dream had noc ?5dy blossomed, ir was evciUng to see some of the fruits of the work being acknow1cdged. We knew there was still much work to dom and would comandy sri\-e CO m a i n our vision.

Cornplernenrary courses were developed and implementd The midenrs drroughout - h e school became more engaged in project letiming and celebrated th& leamlig through eshibitions. Widi the developmenr of die Albe- Educaùon's Momarion and Communikon Technology hterim Program of Smdies, we saw oursdves weii positioned at Banded Peak to be able to meet the srudent outcornes. This in l i ~ h t of ;he work char had been done ;i the previous year to establish and now to maGain a robus cornputer necwork diar allowed sa.££ and studenn CO work interactivety throughout the school and on-line

. . During rhe spring of 1999, wirh the announcemenc &LE both admrnisnarors would be, taking sabbarical leaves for the upcoming year bodt the School Council and die S& . . encered h to a process se* input Lito the new .admrrwrralve team Whac r d r e d =as in fact more powedui- It beame an opportun3y to ccre-emmLie and re-&um the beliefs k a t define who we are and what me stand for". It also became clear thac both die School Cound and the staff shared a vision about da^ was important. A commimienr to mident leamlig, innovarive. rea+ praccices and courageous leadership was idenfied as critical, in addicion ro the need for ~onsktency~ the dernocmic process and effeaive cornmunicatio~~ In die School &und letter to Colleen B r o d e e , Rocky View School Division's SuperLirendent they idenufy die . . need CO have die following in die adminisnarive term for nesc year.

5 2 relariorz to sttrdent Zeanzing and program, t l~ey vabre and believe in 'the scl~ool's mission - '?O inspire a passionate comrnitment to leanring", the irloestigatio ns with regards to "rechnology, p proiect-lased learning, collabo ration and strrderir atrtonomyJJ and the emphasis olz '(rhe decielopment of each childf stre~zgths to enszrre that each studmt fiels walrcd, mzcortrnged and excited about

1 9 9 8 - 2 0 0 1 S C H O O L E D U C A T I O N P L A N B A N D E 0 P E A K S C H O O L

coming to school". Tbey czcknovledge srrpporr for ehe enh han ce men^ of al[ aspects of school life inchïding artJ rntcsic and physical edrc~ation'~, as weI1 as 'the deueloprnent rrad continuation o f progrutris iniriated by the commrrnity".

The scaff Letter CO Colleen B r o d e e eioquendy oudines what is ac the heu^ of the work and the nature of che passion

"As we look ahead to the challenges that face i rs in the coming school year, the sraff at Banded Peak School felt it necessaty to re-e~amine and reafim the- beliefs thnt defie v h o we are and what we sratzd for. In the three years we have been together as a s* we bave WOI-ked bard to develop a common vision while at the same time respecting and izccorntnodùting the irrevicabk diferences chat mark any grorrp's joumey togethe?-. T h e process of clearly establizhi~g oortr need, our hopes and our aspirations as we moye into a transition year bas been another impomnt milestone on that joctnzey. At Bmzded Peak School, our ?nission statemenr and vision go far beyond wwds on a page, once writterz and soon forgotten. They [ive in our ciuily work &th children and with one another. ; rhq ako liwe in ozrr promise to otie nnother thar key decisions and h~rnkgpoitlts itf the life of our school be fiamed by ozrr shared values.

Ozrr vision is premised on a number of shared beliefi and principles arozcnd which there is tremendous consensus. These fi~ndamental tenets have shaped who we are as a school and detmined whm we belime in us a staff They bave becorne the cornerstones of OM school, and ottr continued success depends on uie promotion and strengrhening of these prirrtiples. Therefore, we are co~nrnitted to work with yoir in or& to nuintain the vision that bas been forged ar Banded Peak School.

me appointment of a new administrative team is cz tzîming point in the life of atzy organîzation. W e recognize how impomn; orcr insights are in helping to -

- - - - - - - - -

ZnfLom Torr? deCrsio%-fiakin~ üs F o i s e k t a aew administrative team for ou?- school. Working through tSis process of emnining and reaffiming our beliefs abozdt teaching and learning bas helped unite zs as a sraffand has strengthened orcr resolve around the findamenral prittctples that deftze Banded Peak School. \Ve believe it is impornnt for otrr new admirzktratiue team to be acqminted aith md be prepared to uphold these pnnciples, idottified as priorities by our whoLe s t a f f . They are ficndarnen~l to the life of Banded Peak and the cornmrcnitj~ that i~ serves.

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The commitments we hold in cornrnox mark the fcrnddrnentrrl area of importance defied by orrr stajf W'e afirrn otrr comrnitrnent t o ensriring rhat staff members are appretiated, valited and rïrzderstood. and we r e m i n zrnited i t ~ orrr resolve to defend orrr shared vision. As a stafi we fitrSler reafimz ortr detemination to protect, strengtbe~z and brrild on the work of Galileo and Banded Peak as a whole.

As you work thmrgh the seZection process, it will be important for Y O M to consider the needs and expecratiorrs of our stqf in tenns of leadership. Wë reqrtire an administrative team vho h a the coirrage to stand rcp for and defend oztr philosophy rrnd innovative prnctices. Fi~rtl~ermore, we seek complete honesty and openness fiom the nrîx adrniriistratizre team. i n addinon, we reqrrire leadership that shares the smne vision and philosophy as the czïrrent administration of Banded Peak: a desire to moue forward, to be open-minded and innovative. Our s t a f f w s very clear in insistirzg that the new leaders of ozir school woirld be srrpporrize ofcreative thinking mzd "on the edge" work.

The leadership qualities that we will corztirtrre to d u e and wish to develop uitbin our staff inclride the encouragement of innouative and creative vork. Other qrralities rhat are high ly regnrded inclrde an open-rnind, honesty, itztegrzgrzty and the abiliry to make deciçio~rs and problem-solve in a collaboratiue and effectice manner

In t k e s of change and transition, rzm possibilities arlse and our s t I f f truly values this potential. W e a f i m orrr comrnitrnent to working coll~boratiuely &th the new administratiae team. However, we ako recognize the importance of presemitzg the gains we baue made in the part three yedrs. W e wish to maintain the precedents, which h m e been established at Banded Peak. W e q e c t that s t a f will conrime t o bave gnzrrine inpzct inro decisions and directions so that the strength of the people can be a real force in our building. Fttrthermore, v e expect that the mirzlet, philosopl~y, procedures, and phciples o f this school will remain and be rtpheld. It is clear that this st& expects to mainmin d~eir passion and to pzuh the edges ofcrtrrea realities in education. As Galileo progresses next year, we have resooled to briild on the foundations of shared understandings, innovations, arid ini t idves that we laid together.

As a staff we recognize the role that effective cornrni~nication must play in the coritinrced circcess of our sct!~ool. ive UfFm the importance of open and honest co?nmirnication with each other m d expect the same from our new

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administrative team. We expect to speak ozrr min&, offer our disagreemenü, resetvations, and ideas openly lzen'thitz a srippo~tive environmen L.

As a s a we reaJFrm ozrr cornmimient ro edrrca~ioml innovation. We expect continued sirpport for teachen who u k e risks and offer new possibilities. The staff of Banded Peak wish to see our eiision of innouative teaching and Iearning practices grow and expand. We need the opportrrtzity to advance practices ratber chat^ expending energy defendkg ottrselves, explaining oatmlves, and try ing s h p l y to keep things aflont while Brant nnd Ter71 are o n leave."

We are ~roud of what w e have accomplished \Ve are proud of the work of our - midents, a& and comrnLuiisy members. We celebrace o u success. In the upcoming yem, w e look forward to dokg some t h g s bener, ro startins new pro jeas, co looking for the nexc sreps in building the culture of Banded Peak It is imporranc CO set the comew of chose plans within a dear understanding of how fat we have t d y corne in so short a t h e .

O U R M I S S I 0

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To inspire a passionate comrnitrxent to leamlig.

O U R V [ S l O N

Banded Peak School is courageously cornmitced ro the passionare engagement of the min4 body and spirk dxough the scatus quo, ad van^^ educncional knowledge and practice, culuvating and celebrating of uniqueness, developing vibranr partnerships, fonerïng environmental Lceracy and responsibility and optimizing ail resources to enhance and essend ceaching and

T H E G A t l L E O C E N T R E

The staff and stakeholders involved w;th Banded Peak School have worked hard ro escabhh it as an educariod facility foaised on rneecing die challenges of the rwenty-fkst century. Banded Pea!s School is proud to be home co &e "Galrleo Cenue". This Rodcy Vim Sdiool ~ivkiGn initiarive has r d t e d in the establishment of a province-wide centre for teacher de\-elopment and educational innovation at the school.

The purpose of the Galileo Centre is co enhance snident leaming hrough purnung:

d ie crean'on of new images of teadunJ and leamhg tac& excellence rhrough nipporhg profesional developent effective use of cechnology in day-cdy t e a c h ~ ~ ~ and leamlig conducring and ap plymg dassroom-based auion rmarch

The GaUw Centre operares in partnership w i ~ h .ilberra Educaüon, the Aibem Te-chers' Association, d i e University of Calgr?; die Gallagher Educational Follndation md a variety of educavonal and c o e r a r e parrners .

\Y-kh the cornpletion of an exremal evaiuafion r q ~ a e d by the supeMtendenc of Rocky Vien- School Division in Jan- 1999, ii nas repomd &at the G&eo

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Centre is meering and Li some instances euceedhg ~LS nmdate to improve mident leaming.

G E N E R A L S C H O O L I N F O R M A T I O N

Banded Peak School is Iocated in the Alberta fooddh 1.5 Hornetres south O€ the M e t of Bragg Creek The school k a part of die Rocky View School Division. The b d b g is beauùfully sisuated on # acres of rno& forested land W e the building indudes stace-o f-die-art design features and technologicd infrastructure, the n a d splendor of the outdoon ù h;gMghted in the school through r h e use of peeled log columns, open beam ceilings, and large wlidonrs which look our to die lodgepole pine, spruce and aspen form. The n a d surroundmg also provide an unparalleIed resource for science, envLonmenral midies, ourdoor pursuits and other educaüonal purposes.

The school anendance boundaries encompass residents living wi& the Ro* View School Division Li Reciwood Meaclows and moa of che Bragg Creek area

The school is designed to seme midencs in grades K-8 with 1999-2000 being d ie Grst year ro ac hieve ics manche.

E N R O L M E N T

S T A F F I N G F O R i 9 9 9 - 2 O O O ( e r : p r e s s e d a s f u l l C i m e e q u i v a l e f l t p o s i t i o n s )

Professional Sc& ( h d e d by xhooI) suppolr SE&- Special Ne&- Asskann

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School Goals

Our school goals have been establühed drrough a process diac has ïnvolved die inpu and involvemenc O E many teachers and parents. The goals are developed so our energy and focus will be direcced to areas thac w e have idenSed as needkg gronrdr Machematics, integration of technolojg, assessrnent and reporthg smdent progess. provides the cornerstones upon which much building d concinue to cake place-

Alberta Education Goai #<: EducWon is focused on what midents need to l e m and midents adueve high srandards.

Supporting Rocky View Goal #1 (1998-2001): Education is focused on whx midents need ro l e m and studencs achieve high xmdar6.

A Focus on Leaniing Supporting School Goa[ #4 (1999-2002): Mathematics To conünue eo &.der explore the development of the essenti& of a w d develo~ed

machernatics program.

Results

What will this look like when we get to where we want to be?

Studenrs perform at or above an acceptable standard on provinciai examinations in ma&&cs.

Teachers and parents are infomed on mathernatics cuniollum issues.

Items in Albarn Fducatiods I n b h o n - . - CumrnunicaUon Technolog hrerim Program of Studies chat pemin to marhernarics are idenùfied and addressed.

Mithemacical leaming involves appropriace, c h d e g , and engaghg uses oE tedinolog.

Appropriate and effective professional developmenc o p p o d t i e s & in the are- of mathernatics.

BaselLie and year-end maures of mident knom-l+e and sML are a means of gauggg success.

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Performance Measures

Strategies

What evidence wiU describe our progress?

Percentage of midents who adrieve ac or above an acceptable standard on Provinad Achievernent E~ankations in rnahematics-

Percentage of midents who achieve at or ~ b o v e acceptable scandard in mathematics as determhed by m e m e s ktduded in the Classroorn Assessrnent Marerï& Package (W).

Difference in student r d t s obrnined in 1999 and ZOOO on Provinaal Achievement Tests and CAMP assessrnenu in mathernarics.

Number of participanrs who register Li an interactive, on-line mathematics projea developed by midents and/or teachen of the school.

Number oE web pages and/or databases peLtlilning to rnafhernafics char ha\-e been developed by students and/or reachers h c are available on the school's internet: and intranet sites.

What action will help us achieve the desired results?

b d y z k g Provincd Achievement and CAhP assessrnent r d t s kom this year and next year.

Regkerk'ig one or more mathematics înitiaives in the school as a So'xr$Nit Qz- heGd~nuashI".

Designaring 1/3 of school-iniuaced Profesional Developmenr t h e r~ d e r n a t i c s

Focusing on tacher fluency rel&ve to coquter applications idmüfïed as effective for use in teaching and leamlig mathemarics.

Developing a n ongoing colkction of n-ork for sharing amongst teachers.

Idenufy;ng tedinology outcornes bat pertain CO &e&s at every grade level.

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AIberta Education Goal #2: Education in Alberta is respo nsive ro midents, parents, and communiaes.

Supporting Rocky View Goal #2 (4 998-2001):

Parents and che comrnunicy have xhe opportunity to be kvolved in the governmce and Bringing together deïvery of a resuumed educarion s y s m r ~ students, teachers, and the community Supporting School Goal #2 (i999-2000):

To conUnue ro investigate exhibitions as a componenc of the reporllng process-

Resu I ts

What wilI this look Like when we get to where we want to be?

Cornmon undersanding and supporr by staff: parents and the commUNty of the concept euhibitions as examples of mdem progress.

Staff consensus on what constimtes Student Eshibiaons.

Positive attitude of parenu, rmdenrs and the comrnuniry rowards the use of exhibitions as part of the reporthg process.

Performance Measures

Strategies

What evidence wiII describe Our progress?

Number and range of exhibiüons of mident n-srk

Percenye of parents thac undersrand and xpport eshibitions as parc of a means of reporting snident progress.

Percenqe of staff chat undersrand and nippox eshrbirious as part of 2 means of r e p o e stucient progress.

What action wiI1 help us achieve the deçired rewIts?

Identif$- a range of oppominlcies for mident in---dvemem in exhibitions.

a Documax teacher and mident leamlig rha~ d e s place chrough the work associar~~ wi~h exhibitions.

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Alberta Education Goa1 #S:

Resu i t s

For more detailed information, refer to the Banded Peak SchooI 3-year techno\ogy plan.

Infocmacion teduiology is integraced k to education co enhance smdent leamkg, a n d incrise e6cienq and Eiexi b'iy O E delivery.

Supporting Rocky View Goal #5 (1998-2001): hformacion technology is i n t p t e d into education to enhance mident learning, anid kcrease effifiàency and ilexibility of del;very.

Supporting Schaol Goal #3 (7999-2002): To improve mdenc leaming and Licrease ceacher effecciveness h o u g h the inregration of cechnology into teaching and le&g as it relates CO Alberta Educauona's Information and ComrnunicationTecholo~ hcerirn Program of Studies.

What wilI this look Iike when we get to where we want to be?

Scudents have opportuniües to use technoIo2 to cornplete rnean;igfd work, partiailady in rhe area of machernatics

Items in Alberta Educxion's Information and Communication Technology Incerim Program of Sm&es thac pertairi to n~uhemacics d be idensed and addressed.

Students have increased access CO rich, leaming oppornLnities and complete work on-iine.

Students complete in.vest;gations work using dmology.

Students and teachers use a variety of media thnoloJies.

To have teachers' cornperence with tedinolog- reflea the outcornes idendied CO the DiVision 3 level in the Albem Education Information and Comunicauon Tedinologhterim Program of Smdies.

School nide science/rnadiernaàcs project foaüsing on spedcs of grade level curinilurn relating CO the environmenc

Performance Measures

What evidence wiil describe our progress?

The number of mident projeas with a focus cn h e enlironment.

The number of staff taklig advanrage of cKhnology-relared professional development oppomui;ues including shariq sessions, in-service sessions, inter-class/school visitations etc

The annual expendinire (qressed as dollars x r audent) on information and cornmunicztion cechnolop.

Strategies

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The nurnber of mident pro jeas ( as repo rted by cachers in which technology is used to:

ComuNcxe &or collaborace nridi d e n t s k i d s or outside the school,

Access work Fvit11 and con-ununicxe information.

The average number of times a student accessed the school nework per yeu and the average lengh of session per log-in.

The percentage of rime chac the network is "don<.

n e nurnber of reacher created and mident creared web pages on the schooi's Internet and Incranet web sies.

The rauo oE midents CO cornputers.

What action will help us achieve the desired results?

Establish a means to provide ongoing technolog related professional g r o d acüvities.

Esrabkh on-site, reg& technical and uahiq br teachers.

Expand the school's Intemec and Inuanet web &es.

Enablish a committee to review hardware and s o h a r e req&ements CO

support reacbg and leaming activities and i d e n e pnorities and recommendarion for expenditures.

Work in conjunccion with the G d e o Cenw ro provide aucess to a notebook p cornputer when necessary.

Esrablish a maintenance strategy to rninimk mL.i;oIogy 'dom' Bmes and Log technical problems and concem.

Emblish technologies that d o w access CO ta&, d m and learnlig opportuNUes chat srimulate chough~ and in+r*-.

Esrablish technologies that offer access LO ssimdxions, god-bared Ieaming and rd-worid problems.

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Escabiish technologies in whidi usen c m provide Lieudresources CO the technology/system on dernad

Work with the Alberta Education Information and ComrnUn;cation Technology hterim Program of Smdies co ensure cachers' cornpetence with technalogy reflecrs die ouccomes identified co chdie Division 3 level

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Cornmunicating

student progress

Results

Performance Measures

Alberta Education Goa1 #7: The educduon system Cc open and accountable for che hechievement of r e su l~ and use O€ resources.

Supporting Rocky Wew Goa[ #7 (1998-2001): Ensure the education system is open and accounr~bble €or achievement: of r e d n and use of resources.

Supporting SchooI Goal #4 (i: 999-2002}: Communication of mdenc achievement and acadenuc progress d contirnue LO be enhanceci

W h a t will this look IIke when we get to where we want to be? -

Hi& effeahe systern of reporürg mident achïevement and academic progress is develo ped and implemented.

Processes of assessing, evaluaring and reporiins mident achievements and progres are CO~MUOW and interactive.

Each dass hosrs at least one exhibition of srudent work for the comrnmity during the aademic year.

Studenrs play an integrai role in cornrnunica~g heir acadernic progress and performance through:

&g an active and rneankg6.d rcle in scheduled parent-reacher conferences.

displaykg, . .. - - defendkg, - . . or ansnrering questions abour chek n-ork in exiubrtions ot ther work

escablishing a pordolio of rheir work

What evidence will descnbe Our progress?

Percentage of parents who support the currenr repomng process.

Identificdtbn of men& by parents of the curent r e p o h g process.

Percenxe of parents d o believe chey are rdequarely informecl abour the r e p o ~ process.

Percenqe of parents who support die repo*: developed as part oE dus n r a r e g

Strategies

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Percentage of parencs who anend mdent-teacher-parent: conferences.

Total number of pbl ic exhibitions of mdent work

Percentage of parents who attend studenc exhibitions of heir leaming.

QuLtauve feedback received from midents, teachers, parencs and other corrirnunity mernbers regarding mdent eshibicions andlor o h meanires taken to accourir. for studenc progress and

Effectiveness of por~folios durlig r he reporüng process.

Percencage of parents chat understand and nippon eshibitions as parc of a nieans of reporrlig smdenc progress.

What action will hetp us achieve the desired results? The ~lassroorn Assessrnem Materiais Package (W) in mathematics wdi be completed in all grades (eucept grades 3 and 6) by June 15.

S w e y sr&, midents, and parents to derennine satisfacüon regardhg process reporthg process

Investigate purpose and prioncies of mident purdoLos.

Parent infornation evening to presem Provk3al T&g Resulrs and analysis of the same,

Professional Development acùvines focilsjed on mident assessment, portfolios and exhibitions.

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S7XDEN-T ACHIEVEMENT RESULTS (perccntages)

PROVINCIAL RGULTS GRADE 3:

Achicved Achïcvcd Goal Ach;ct.si

A c h i e v m t Test LanaKysis * T ~ be- ~ c t o b e r ~ ~ ~

h a s of strength ( 1998-99)

Suggested areas for irnprovement (1999-2000)

P tans for irnprovernent (i 999-2000)

.OTHER RELEVANT DATA AND ACHIEVEMENTS:

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Grade 6 Provincial Achievement Results

Suggested areas for improvement (1999-2000)

Plans for improvernent (i 999-2000)

.OTHER RELEVANT DATA AND ACHIEVEMENTS:

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ProgramlDelivery $riotities and Changes The €ollonring points highli& the program prioriees noc idendiecl through the 1999/2000 school go&. Changes made are &O mentioned.

f l T h e M g Support Team (Resource Tean11 dl espand to accommodace the addition of grade eighr to the school. Our efforts dl concinue to focus on providïns the best possible support to smdenrs nrik speual l&g needs. This d involve deploying a significam portion si fun& docated to the Leamhg Support program being allocated m Resource -\ssistancs. These asskants play an integral role in the day-coda/ work of assi-Fang midenrs with unique 1 4 needs. They work in collaboration ~4th classrnom teachers under the supenision of Diane Axelson, the Learning Support Tarn Leader. WMe the Resource Assistants are responsible for delivering a s F s of the individ&d p r o p developed for idenuficd sudents, the p r q x m planning, - arsessment, and monitoring remain die role of the treaching

The m g Support Tezm has requesed ch- a portion of the funclhg dogrion ($1250) be alloaed to subsitute teacher &ne. This is to be used m provide cime to colaboratively develop 1.P.Ps. and related ;ridusive education team meetings involvkj both Leamhg Support Assistants d Classroom Teachers.

The Eady Lteracy Initiarive sup pond ics second y= in Septernber. We yrenill develo p and implement this initiative.

prcjea d be rno~ing inco ro suive to nost effectively

The Parent Support Group requescs that bo& die school and d ie School Council continue to supporc th& initiative (S250.00 sh) for the upcoming year espea* in li&t of th& involvement in the 1999 Leuring Disabili4e.s Conference in Novanber in C a l m .

Cornplementary Courses continue ro be devel2ped especiaUy with the induion of grade eight ticdents. Due to che limîted n&r of grade seven miden& (-50) and grade eight mdents (-a), a wide range cf coune off eMgs is a challenge. To address dris isnie, we are working to deve lo~ L range of complementay that are relevant and of interest to studenn. The p ro ixn niu operace as ic did chis year on

3 9 9 8 - 2 0 0 4 S C H O O L E D U C A T I O N P L A N B A N O E D P E A K S C H O O L

a chineen-week trimescer. The progrant d consia of a blend of Career and Technology Studies (CIS}, ~ r e n d i , Gd F ie AN (An, D r a a , and Music). In the area of (33, we d continue CO ernphasize the srrands associaced %th the Infornarion Processing, Gmn~unicauon Technology, Robotics, Wddlife Stu&es and Forestry. A &ong Fine Am presence dso be a pan of the cornplemenmy courses. Program choices are iinured and hence a requesc for an addkional .18 teacher for each of grade 7 and S d be made co the Human Resources d e p m e n t to be hdedthrough the Human Resources contligency . - a

Heavy demands have been placed on the ~ c u m r r e NichLi the schoot ro meet the leaming and teaching needs espeüdy chose associaced wirh Alberta Education's Information and ComrnUNcation Technolopy h e r i m Program of Studies. We will fiurher develop on-line learning oppornini~es for our studencs rhrough the school's Internet and htxx.net sites. \Ve d augment the k t e d technical support that is provided cbsough the school &on by contracring th;. expertise. We d be conUnuing to bbud upon STELLAR, our mident m e n r o ~ g pr0gra.m with KON Business Solurions Inc

Banded Peak School d contliue ro work collaboratively widi the teadier preparkon program at die University of Cal~ai). in .ways diat add d u e to die joals and priorities of the school.

Working coUaborativeky wich the Sdiool Counal, n-e hope to continue to devdop our fledgLng Band that was introduced as an exra&cular auivity duMg the 1998/1999 school year. The pmgram will be operared by a subcommittee of the school couocil, and wi7L be self-funded at an amicipated cost $ICQ/sniden~ The School Council will be responsible for managing hinds, conuacting a director and arranging clinicians as r+ed. PrelLninary i n~-~oa i lons regardhg the feasibiliry of the band program becorning CU[TL.& b d ndl take place during the 1999- 2 m schoolyearear

Divisional fun& for bus and lunch supmision n-ill be used Li the followlig marner. Bus supervision d be added to the s2hool assiscat tirne, increasing the school assistant time by approximar:ely 15 minme- ac h e beghing and end of each &y (total of $702). Pendkg a final decision by che School C o d with regard c-0 ;he direction of che S C L ~ C o u d run lunch program, school fun& (5 1474) for Lunch Supervision w;ll be allocated m &e S b 1 Council who d use this rnoney sol+ for die purpose of supplerne their fun& used to provide honoraria to lunch supervisors. A reqyest for a checpe for $1474 fiom Rodr/ View Schod Diwion made payable CO the hea~cied Peak School &und wil l be made to initia~e this uansfer of fun&.

Und the anûapated cornplaion of the Bragg G e & Comrnuniy Elall in 20CO, Banded Peak di continue to host nurnerous c~mrruniv rw programs.

. 1 9 9 8 - 2 0 0 3 S C H O O L E D U C A T I O N P L A N

' B A N D E 0 P E k K S C H O O L

AUG

OCT

DEC

FE6

APR

JUN

Banded Peak 1999-2000 Calendar

Mon 1 Tues 1 Wed 1 Thurs 1 Ffi 1

Mon 1 Tues ) Wed 1 Thurs 1 Fri

I I I I 1

Mon 1 Tues 1 Wed 1 Thurs 1 Fri 1

Tues 1 Wed 1 Thurs 1 Fri

4 I 5 I 6 1 7

I L t

1 Mon \ Tues 1 Wed 1 Thurs 1 Fri 1

SEP

NOV

JAN

MAR

MAY

1- Wed 1 Thurs 1 Fri 1

1 Mon 1 Tues 1 Wed 1 T h u n 1 Fri f

F ri 3

Mon

1 Mon 1 Tues 1 Wed 1 Thurs 1 F R 1

Tues Wed

1

Thurs

2

L

< 9 9 8 - 2 0 0 1 S C H O O L E D U C A T I O N P L A N ' B A N D E D P E A K S C H O O L

Organ'zational and RD. Days Banded Peak 1999-2000

h g us t O 2 Aug. 30 Organizational

Aug. 3 1 Pmfessional Oevelopment

September 20 1 Sept 27 Professianal Devetopment

October 19 1 October 22Central Based P.D.

November 20 1 Nav- 12 Professional Oeveloprnent

'Nov. 29 Collaborative Conferences

Oecember 14 1 Dec. 3 Professional Oevelopment

Jan 31 Day in Lieu for conferences January 17 1

February 18 2 Feb. 24 and 25 Teachers' Convention

March

April

June 1 20 1 2 June 29 and 30 Organizational

May

23

13

*Request made to Superintendent f o r Nov. 29, for Collaborative Student Conferences,

O

1 April 14 Day in Lieu for conferences

21

1 I

Date Approved:

1 May 19 Professional Oevelopment

- .-' . - . .. - . . .,.- - 1 . - , 2 . .:; - A;.- -.Fa:; :..?:-,.:- >:; -. ; 7 : . . .

13 <=: . - , . . -. . - - - ~ , ~ " d ph[: ,T 98-;.! ?.+;::;+:<; $-Y,.-;.<-: . .. . . . --- - . -. --- .:. ., .-2: .ri - . . - . , . -

YEAR 185

1 9 9 8 - 2 0 0 3 S C H O O L E O U C A T I O N P L A N ' B A N D E D P E A K S C H O O L

l ORGANEATIONAL 8 PROFESSIONAL DEVELOPMENT DAYS Banded Peaki 999-2000

Oman- aatiorial Dates

? P.D. Dates

Review of school year, prepmtions for 2000-2001

Review of school &sion, vision, goals, for 1999-2000.

Planning, preparation, and scheduLng for 1999-2000.

Review of school preparations for 20M)-200 1.

Finalized with October amendments.

Date Approved: March 3 4 , 4999.

$ 9 9 6 - 2 0 0 3 S C H O O L € D U C A T I O N P L A N B A N D E D P E A K S C H O O L

School Calendar Standard School 2000 - 2001 CaIendar

AUG

OCT

D EC

FEB

APR

JUN

Mon Tues Wed Thurs Fn f .

1 Mon 1 Tues 1 Wed 1 Thurs 1 Fri 1

% Mon 1 Tues 1 Wed 1 Thurs 1 Fri 1

! Mon 1 Tues 1 Wed 1 Thurs 1 Fn I

1 Mon 1 Tues \ Wed 1 Thurs 1 Fri 1

1 Mon 1 Tues 1 Wed I Thurs 1 Fri I'

SEP

NOV

JAN

MAR

MAY

1 Mon 1 Tues 1 Wed 1 Thurs 1 Fri 1

Tues Wed Thurs Fri ' =

1 2

Fri 1

1 Mon 1 Tues 1 VJed I Thurs / FFi

Wed Thurs l

Mon

Schools Close At Noon ~ - 1 - ---w+

Tues

3 9 9 8 - 2 0 0 1 S C H O O L E D U C A T I O N P L A N B A N D E U P E A K S C H O O L

Organirationat and RD. Days 2 ~ 2 0 0 1

August

1 September

Octoher

November

Il January

1

19

Oecember

1 Org aniza tionaVProfessiona~PTl

3 OrganizationaVProfessional

1 Professional

20

20

February 17 I 2 Teachers' Convention

March 21 1 Professional

Aptil 14 1 PT1 (in lieu)

- --

I 1 Central Based tnservice

2 ProfesrionaVPTl(in lieu)

16

June 19 2 Organuational

O

Date Approved: March - t l , 1999.

8 I . 9 9 8 - 2 0 0 1 S C H O O L E D U C A T I O N P L A N

. B A N D E D P E A K S C H O O L

ORGAN13cATIONAL & PROFESSIONAL DEVELOPMENT OAYS 2000-2001

Oraan'mtkmat Dates

4. JiineZS, 2001

4. June 29,2001

Schod-Based P.D. Dates

Planning, preparatïon, and schedullig for 2MX)-2001

Reviw of school year, prepxatiors for 2001-2002.

Revkw of school year, preparauons for 2001-2002.

Finalized with October amendments.

1 9 9 8 - 2 0 0 . I S C H O O L E D U C A T I O N P L A N B A N D E 0 P E A K S C H O O L

School-based Decision Making Proceçç = one. The School-based decision making procw at Banded Peak School is an evolvin,

The p p h i c below ifLmrares rhe decision making process thar is now beÏng ui~plemented. Issues or CO n c e m are welconied ac any cime from midencs, parents or staff.

n Issue brought fora-ud ta sdiool aritninisrr~tion. Admin'mr~cion detcrnûnes 2pprop6ritc ricrion. 1

(ûccision or r c f c d

Refcrs 5 c iwue co ui qyroFr2cc wo&g group for rt;~nuncndxions when I: s dccmed benchcd

issue mq- be referrcd co ;ippmpnztc workins goup (sundinj commi~ec.

Schaal Cound, rlsk torct, e t c

---

Uses caruerrnis (F.rcferr.S, cz &rnocran'c vorc (€dlb3L!L

3 9 9 8 - 2 0 0 1 S C H O O L E D U C A T t O N P L A N B A N D E 0 P E A K S C H O O L

Budget Presentation 1999 - 2000

Summary

l SCHOOL EXPENDITURES 1 School Enrolrnent: Certificated Staff:

Administrators. Teachers. Caunseilors. Allowances Substitutes: Support Staff:

Secretanes, Business Managers. School Assistants. Child Develaprnent Assistants. Library Technicians, Library Clerks

School-based Services: PostagelTelephone Staff Oevelopment Administrator, Teacher, Support Staff e-g. Visitations, mentaring. peer coaching

Irnplementation in-service General Sup~lies

I

1 Other 1 1 $2000 1

. . ,

1 1999-2000 473

81,370,524

1 $4500 $202,079

1 $7975 $1924

f $62.950 Equipment Textbooks Library Materials & Supplies Copier Extra-curricular

. $0

$3,500 $8950 $9500

$0

Reserves 1 Contingency Estimated TotaI Expenditure:

$0 $40,175

$1,714,077

I 1 SCHOOL REVENUE

School Allocation Estirnate Çees Estimate

- -

1 - -

Other Carryover Conting ency Estirnate Estimated Total Revenue: 1

1 $1,607,417 1 $40.352

$26,133 $40,175

1.714.077

i 9 9 8 - 2 0 0 1 S C H O O L E D U C A T I O N P L A N B A N D E D P E A K S C H O O L

Approval Form SCHOOC EDUCATlON PLAN APPROVAL FORM i998-200i PROMSED SCHOOLEDUCATION PLAN

(1999-2000 Edi~ion)

Have you consulted with:

Yes No

Schoal StaR

School Council

. .. .) ---jjL.l -,c- *' :

1, - . - . . ,pi- f ( (Principal) certiQ that the proposed School Education Plan was developed according to the parameten. guidelines and expecîations outlined in Rocky View School Division's School-Based Detision-Making Manual.

-. Signature (Ptincip~ii

1. (Superintendent of -oo[s) certify that the proposed SchooI Education Plan based an a review of the plan and the above ce-Scation on (date).

Superintendent of S d ~ z o t

Appendix F

Cornputer location at Banded Peak School

Computers are located in pods in the hailways as well as in classrooms.

Appendix G

hages of Grade 2C at Banded Peak School

Grade 2C classroom with Martian surface. Olympus Mons, students' robots, and night

sky are shown. SMARTBoard technology and pod of computers are in background.

Robots designed by Grade 2 Students at Banded Peak School on the student-create

Martian terrain.

This particular robot was designed by the team whose purpose was to collect Mart

soil to compare it to Earth's soil.