section a: aisi cycle 4 project proposal/plan section a1a ... · section a: aisi cycle 4 project...

Section A: AISI Cycle 4 Project Proposal/Plan

Section A1a-c. Project Parameters

a. Project Title: Engaging the 21st Century Learner

b. Project Proposed for Which School Years: 2009/2010 X 2010/2011 X 2011/2012 X

c. School Authority Name:

Holy Spirit Roman Catholic Regional Division No. 4

School Authority Code:

4481

Please review the AISI Principles and Operational Procedures before completing this template. AISI terminology is also included in the AISI Handbook for Cycle 4.

Section A1d. Project Parameters Schools Involved

Make sure you save the estimated number of schools involved before specifying the actual figure

Number of Schools Involved: 13

Selected School List: Our Lady of the Assumption School St. Patrick Fine Arts Catholic Central High School St. Francis Junior High Ecole St. Mary Children of St. Martha Father Leonard van Tighem St. Paul Elementary St. Catherine School St. Joseph School St. Patrick School St. Mary School St. Michael School

Section A1e. Project Parameters Students and Grades Involved

2009/2010 2010/2011 2011/2012

Grade Number of Students



K 320 K 348 K 355

1 348 1 329 1 369

2 341 2 335 2 328

3 354 3 368 3 341

4 321 4 352 4 362

5 335 5 312 5 356

6 322 6 332 6 312

7 328 7 320 7 331

8 325 8 325 8 324

9 344 9 303 9 294

10 330 10 335 10 293

11 372 11 322 11 316

12 337 12 403 12 351

Total 4377 Total 4384 Total 4332

Section A1f. Project Type for Project Alberta Education, school authorities, universities and other AISI users often want to undertake various analyses of AISI projects. This type of analytical work requires the capability to extract and group AISI projects accurately by various categories.

Targeted Students (maximum of 2 choices)

Aboriginal/FNMI √

All students √ At Risk Gifted

Disability ESL Francophone Hutterite

Mild/Moderate /Severe

Special Needs Other K to 12

Subjects (maximum of 2 choices)

Aboriginal Studies All Core (LA, SS, Ma, Sc) √ All Subjects CALM/Health CTS ESL Fine Arts French/Francophone

French-Immersion French-Second Language IOP Language Arts Literacy Life Skills Mathematics/Numeracy Physical Education RAP

Second Languages (other than French) Science Social Studies Work Experience Other ____________________

Theme(s) (maximum of 2 choices)

Assessment Behavior Brain Research Multiple Intelligence Career Education Character/Citizenship ECS/School Readiness

Early Intervention Health/Wellness High School Completion Meta-cognition Parent/Community Involvement

Resiliency School Climate Special Education Technology Integration/ICT

Transition Programs Other: 21st Century Learner √

Teaching Strategies/Programs (maximum of 3 choices)

Advisory Program Alternative Delivery Animated Literacy Assessment for Learning √ Balanced Literacy Computer Assisted Instruction (Assistive Technology) Cooperative Learning Differentiated Instruction √ Distributed Learning Enrichment

Full Day Kindergarten Guest Speakers Guided Reading Hand-on Experiences (Experimental Learning) Home Reading Independent Learning Individual Programming Learner Profiles (tracking) Learning Styles Multi-Grading

Paraprofessional Performance Assessment Project Based Learning Resource Room Pyramid of Interventions √ Reading Strategies Safe & Caring Schools Tutoring Understanding by Design Other

A2. Project Description a. Provide an overview of the project (What do you plan to do and how?)

This project will engage the 21st Century Learner by teaching differently because students learn differently. It will prepare today’s students for tomorrow’s world. We have identified skills, knowledge and attributes students need to master to succeed in work and life in the 21st Century. These include the following:

Creativity and innovation Critical thinking, problem solving and inquiry Communication and collaboration Self directed learning 21st Century Literacy as defined in the K-12 Literacy Framework, Alberta Education

Includes print, numeracy and digital literacy Fosters student desire to learn so that they will develop the skills needed to adapt in

an ever changing world Prepares students for lifelong learning Enables students to access successfully, evaluate critically and engage with today’s

emergent and ever changing information sources Develops student ability to:

read a range of print, oral, visual and multimedia texts master new and evolving technologies manage information engage critically with media and other texts

In order for students to succeed, teachers will be utilizing differentiated instruction, pyramid response to intervention and a balanced assessment program. Student engagement in learning will increase through enhancing instructional skills in teachers to better meet the needs of the 21st century learners. This project will build teacher capacity through job embedded professional development, mentoring, coaching, collaborative inquiry and modeling of effective practices. A meta-analysis of quantitative measures in the school division indicates that the First Nations, Metis and Inuit learner is in greatest need of learning engagement and success in schooling. As a Catholic School Division, we are called to fulfill our moral obligation to ensure that our First Nations, Metis and Inuit students are able to succeed at the same levels as all of our students. In focusing on engaging the 21st century learner, our FNMI students will be well served.

b. Indicate why the project is needed.

Because students learn differently, this project recognizes the need to teach differently. Based on current research and teachers’ experiences in the classroom we have recognized that student performance and engagement improves when we differentiate our teaching strategies to address the needs of the 21st century learner.

“There is nothing so unequal as the equal treatment of students of unequal ability.” Plato

c. How is this project innovative? Projects can be:

Innovative projects focusing on themes that are brand new to a school authority

Innovative projects that go into greater depth on current themes with new research, strategies, and measures

Innovative projects that are collaborative, across school authorities focusing on common goals

Describe the innovation. What’s new and different for your School Authority?

With a focus on the 21st century learner, we are fundamentally changing the way teachers deliver instruction. This project will involve a paradigm shift for our teachers through a proactive approach to teaching and learning, with an emphasis on engagement and collaboration with students and as a result continuing to bridge the gap between successful and non-successful learners. This project will build on learning from our previous project which focused on improving assessment for learning by taking assessment to the next level and addressing the question of what do we do to help students when they don’t learn?

A3. School Community Involvement

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

a. Indicate who participated in the consultation process.

b. Describe the participants’ involvement in the consultation and planning process.

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

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

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

Business/Community Agencies √ University of Lethbridge and Evolution AV were consulted and have contributed specifically in the area of 21st Century learning, technology tools and resources and their implications for enhancing student learning and engagement. Examples include the development

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

of Techno-pedagogically skilled leaders and hardware selection and support for video conferencing, emerging technologies and online communication tools and resources.

school based leaders.

Parents √ Locally administered satisfaction survey results

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

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

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

School Board √ School Board feedback before project is submitted to Superintendent

Periodic presentations on the progress of the project

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

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

Students √ Satisfaction survey input School satisfaction survey feedback, anecdotal surveys of students, Tell Them From Me Survey

Support Staff Professional Development to support teachers and students progress in the project

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

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

A4. Research

The requirement to reflect school improvement research as foundational to project development and implementation ensures there is a strong possibility for success.

a. What research/literature base informs your project? At least 3 current references (preferably

within the last five years) are required.

Author

Year

Title

Source (if not a book)

Boushey, Gail and Moser, Joan

2006 The Daily Five : fostering literacy independence in the elementary grades

Boushey, Gail and Moser, Joan

2009 The CAFE book : engaging all students in daily literacy assessment & instruction

Alberta Education

2010 Making a Difference: Meeting Diverse Learning Needs with Differentiated Instruction

Nunley, Kathy F.

2004 Layered Curriculum

Bellanca & Brandt Editors

2010 21st Century Skills Rethinking How Student Learn

Sprenger, Marilee

2010 Brain Based Teaching In the Digital Age

Bennett, Barrie 2010 Graphic Intelligence Playing with Possibilities

Marzano, Pickering and Pollock

2001 Classroom Instruction That Works

Teacher knowledge about the teaching and learning process is the most powerful predictor of student success.

Bennet, Rolheiser

2001

Beyond Monet: The Artful Science of Instructional Integration

If one day, we, educators could only disclose our rich craft and knowledge and craft to one another, we could transform schools overnight.

Alberta Education

2008 Supporting Positive Behaviour In Alberta Schools –

Alberta Education- Academic difficulties can result from poor attendance, missed basic skills and concepts, underdeveloped work and study skills, avoidance of academic tasks, and negative attitudes towards learning. Students sometimes misbehave in school because they find the instruction too difficult or because the tasks and/or materials are not meaningful or relevant for them.

“As student’s behavior improves and stabilizes, they may need continual instructional adaptations and accommodations to support their academic learning. Effective instruction meets students at their level of performance and helps them move forward.”

Buffum, Mattos,

Weber

2008

Pyramid Response to Intervention –-K-12

Pyramid Response to Intervention insists that we need to make a cultural shift in ensuring that all staff members take collective responsibility for all students.

Response to Intervention is most effective when implemented by a Professional Learning Community with a focus on learning, a collaborative culture, and a focus on results.

Alberta Education

2008 Literacy Framework Alberta Education

Alberta Education

2007

Promising Practices in FNMI Education

Alberta Education- Promising Practices in FNMI Education suggests that changing the classroom learning environment to support open-ended questioning, inductive / analytical reasoning and student participation increased student (engagement). In addition, flexible furniture arrangements, group work and increased opportunities for dialogue all have been identified as having a positive impact.

www.ltta.ca Learning Through the Arts Website

b. What other AISI projects inform this project? Include project numbers and names.

Calgary School District #19 – 21st Century Learning Environments – Project # 30273 Medicine Hat School District #76 – Increasing Student Engagement #30037 Lethbridge School District #51 project "Linking Literacy and Math" #30071

Grasslands Regional Division #6 – Literacy Leadership and Learning Through the Arts – #10343

Calgary RCSSD #1 - Technology for Learning # 30859

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

Effective Teaching Strategies: Over the past 3 years, our School Division AISI project has focused on improving student learning through “Assessment for Learning” practices. Principals have also undertaken a study of Research Based Effective Strategies for Increasing Student Achievement, (Marzano, Pickering & Pollock, 2001) and have incorporated a Classroom Walkthrough Model into their supervision of instruction role. In moving forward, teachers will become more conversant in effective strategies through expanding their repertoire to include:

Elements of instructional design as identified in Bennett & Rolheiser’s, “Beyond Monet: The Artful Science of Instructional Integration.” (2001)

Precision in pinpointing areas of weakness and addressing the learning gaps for individual students as described in “Pyramid Response to Intervention.” (Buffum, Mattos, Weber, 2008)

Differentiation of Instruction will be refined through studying “Positive Behaviour Supports.” Alberta Education, 2008)

The Learning Through the Arts website will provide a very useful resource in helping teachers expand their thinking beyond the traditional boundaries of division of time into separate subject areas. Through integration of the arts into all learning, students will experience multiple creative ways to learn and to demonstrate their learning as we reach new levels of true and authentic student assessment.

Over the three years of this new project, each school will focus in depth on at least one of these 4 rich resources. As an extension of our work on Assessment for Learning, teachers have identified student self reflection and student goal setting as next steps in implementation. AISI Project #30273 and #30037 provide concrete evidence and examples of helping students take ownership of self reflection and goal setting. 21st Century Learning The Alberta Learning, “Literacy Framework” (Draft, 2008) expands the traditional definition of literacy to include print, numeracy and digital literacy. In Holy Spirit Schools as Interactive White boards become available in every classroom, we see the need to help teachers go beyond integration of technology into teaching and learning and instead to transform teaching and learning to meet the needs of the 21st Century Learner. This involves understanding brain based learning and using technology as a tool to support and increase student critical thinking, engagement and student directed learning. If the Interactive White board is only used as a glorified overhead projector to

continue to teach in the same ways that we always have, surely we will not reap the benefit that the technology has to offer in improvement of student engagement and ownership of their learning. AISI Project #30859 proved that when technologies are used to engage students in authentic, complex tasks to develop higher order skills such as critical thinking, analysis and scientific inquiry, student achievement increases. Technologies can be used to improve self-efficacy, engage learners in real world situations, foster peer cooperation and promote creative thinking. In addition, technologies provide support to a diversity of learning needs and life skills. Research provided in “Promising Practices in FNMI Education” is encouraging in that it supports changing classroom learning environments to support open-ended learning, questioning, inductive and analytical reasoning and student participation and increased student engagement. Professional Development Both AISI Project #30273 and #10343 exemplify Professional Development approaches that will inform the Holy Spirit Project. Use of Professional Learning Communities for teachers involved planning, implementing and reflecting on specific learning approaches, and job embedded professional development to mentor, coach, collaborate and model effective practice for one another. Teachers will gain a deeper understanding of the Walkthrough process through self reflection and peer observation strategies.

A5. Improvement Goals

a. Describe the project goals and how they align with strategies and measures. Most of the goals should focus on student learning outcomes.

Student Learning Goals Strategies Measures

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

Pyramid of Intervention

Differentiated Instruction

Assessment for Learning

Teacher professional

development in

instructional strategies

Teacher professional

development on helping

FNMI students learn

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

Other Related Goals Strategies Measures

Improve Student, Parent and Teacher satisfaction on locally administered survey in regards to the quality of education.

Pyramid Response to Intervention

Differentiated Instruction

Assessment for Learning

Teacher professional development in instructional strategies

Distributed leadership

Percentage of students, parents and teachers satisfied on the locally administered satisfaction survey with:

Variety of approaches / methods used by teachers (S, P)

Opportunities to make choices and decisions about how students learn (S)

model: Lead teachers and teacher mentors to in-service colleagues

In-service administrators and teachers on meeting the needs of the 21st Century Learner

Anytime, Anywhere Technology: Building Capacity through Professional Learning – Alberta Education Supporting Innovative Classrooms Project

Innovative Classroom Technology will be in place in classrooms over the next 2 years.

Learning to work in a team environment (S)

Variety of classroom learning activities (S, P)

Computers and technology expand choices in learning (S, P)

Opportunities to use technology in a variety of subjects (S, P)

Use of technology as a communication tool (S, P)

Percentage of teacher satisfaction with jurisdictional in-service opportunities as focused, systemic and significant to ongoing professional growth (T)

b. How do these AISI goals relate to specific aspects or priorities in your Three-Year Education

Plan? The AISI goals relate to Goals 2, 3, and 5 as outlined below:

GOAL 1: CATHOLIC IDENTITY: Create a rich faith climate within the schools supported by high quality religious studies programs and services.

A strong Catholic Christian Faith culture will be maintained within the Division. GOAL 2: HIGH QUALITY LEARNING OPPORTUNITIES FOR ALL: Provide comprehensive, high quality learning programs and services that meet student needs.

The education system contributes to the development of the whole student, including intellectual, social, physical, cultural and spiritual domains.

Students have access to a wide range of instructional programs and support services that ensure all students succeed and develop their gifts.

Students complete programs.

The education system meets the needs of all K-12 students, society, and the economy. GOAL 3: EXCELLENCE IN STUDENT LEARNING OUTCOMES: Ensure learners achieve curricular goals and graduate prepared to meet the challenges of work, further studies, citizenship and life-long learning.

Students demonstrate high standards in learner outcomes.

Schools focus on improving academic excellence and success for all students.

Students and staff will have equitable access to computer and supportive technology.

Computer and information technology will effectively support teaching and learning. GOAL 4: SUCCESS FOR FIRST NATIONS, METIS AND INUIT: Improve programs and results for FNMI students, and reduce the achievement gap between FNMI students and Alberta students overall

Key outcomes for FNMI students improve.

FNMI students will achieve at the same rate as non-aboriginal students, while respecting their culture and history.

FNMI students will have significantly improved attendance and program completion rates.

Projects must have an appropriate balance of local and provincial measures. Alberta Education encourages the use of readily available provincial measures that are appropriate for the project. The number of measures should be sufficient to demonstrate “evidence of success”. There is no minimum or maximum number of measures. Project measures must be aligned with improvement goals and appropriate to the nature of the improvement sought.

B1a. Quantitative Measures

Measures should be expressed as percentages, where possible. It is recommended that baselines be determined using a three-year average. Targets should be realistic and attainable, based on prior performance. Provincial Achievement Results: Grade 3, Math - Acceptable Standard

Measure *Select from list (see Appendix) or add

Description: Description: Provincial Accountability Pillar “Student Learning Achievement” Indicator (PATs K to 9): Overall percentage of students, who achieve the acceptable standard on the Grade 3 Math PAT. Baseline is 2010/2011 results (new curriculum)

Results Target Actual N Comments

Baseline 81.7% 338

Year 1 (2009/2010)

0 0 Teachers chose optional implementation of the new mathematics Program of Studies and therefore test results are suppressed.

Year 2 (2010/2011)

82% 81.7% 366

Year 3 (2011/2012)

82.5% 71.9% 338

Provincial Achievement Results: Grade 3, Math – Standard of Excellence


Description: Description: Provincial Accountability Pillar “Student Learning Achievement” Indicator (PATs K to 9): Overall percentage of students, who achieved the standard of excellence on the Grade 3 Math PAT. Baseline is 2010/2011 results (new curriculum)


Baseline 26.2% 366

Year 1 (2009/2010)

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

Year 2 (2010/2011)

26.5% 26.2% 366

Year 3 (2011/2012)

26.5% 19.5% 338

Section B – Project Measures

Provincial Achievement Results: Grade 6, Math - Acceptable Standard




Baseline 65.1% 327

Year 1 (2009/2010)


Year 2 (2010/2011)

65.5% 65.1% 327

Year 3 (2011/2012)

60% 68.8% 308

Provincial Achievement Results: Grade 6, Math – Standard of Excellence




Baseline 11.3% 327

Year 1 (2009/2010)


Year 2 (2010/2011)

11.5% 11.3% 327

Year 3 (2011/2012)

12% 11.4% 308

Provincial Achievement Results: Grade 9 Math - Acceptable Standard




Baseline 62.8% 282

Year 1 (2009/2010)


Year 2 (2010/2011)

63% 62.8% 282

Year 3 (2011/2012)

63.5% 65.3% 265

Provincial Achievement Results: Grade 9 Math – Standard of Excellence




Baseline 10.6% 282

Year 1 (2009/2010)


Year 2 (2010/2011)

11% 10.6% 282

Year 3 (2011/2012)

12% 15.5% 265

Provincial Achievement Results: Acceptable Standard - Overall


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


Baseline 77.8% 1014

Year 1 (2009/2010)

79% 84.6% 982

Year 2 (2010/2011)

81% 83% 976

Year 3 (2011/2012)

83% 81.4% 916

Provincial Achievement Results: Standard of Excellence - Overall


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


Baseline 16.9% 1014

Year 1 (2009/2010)

17% 20.2% 982

Year 2 (2010/2011)

19% 17.6% 976

Year 3 (2011/2012)

20% 19.7% 916

Diploma Examination Results: Acceptable Standard


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


Baseline 85.7% 425

Year 1 (2009/2010)

87% 85.6% 357

Year 2 (2010/2011)

88% 85.3% 418

Year 3 (2011/2012)

90% 82.5% 408

Diploma Examination Results: Standard of Excellence


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


Baseline 21.4% 425

Year 1 (2009/2010)

24% 16.9% 357

Year 2 (2010/2011)

25% 17.6% 418

Year 3 (2011/2012)

26% 18.3% 408

Locally Developed Data Collection Tool:


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


Baseline 45.6% 104

Year 1 (2009/2010)

50% 56.9% 84 At. Grade 9, there were a small number of students (11) enrolled in K&E subjects. These numbers were then not in our total ‘enrolled’ count therefore the considerable reduction in total numbers. The data reflects the achievement rate of students who are appropriately enrolled according to their needs.

Year 2 (2010/2011)

55% 56.3% 105

Year 3 (2011/2012)

60% 58.5% 123



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


Baseline 72.1% 67.5%

Year 1 (2009/2010)

65% 80% 13

Year 2 (2010/2011)

70% 77.3% 13

Year 3 (2011/2012)

75% 66.7% 26



Description: Percentage of FNMI student attendance. Baseline is 2 year attendance data 2007/08 & 2008/09


Baseline 87.7%

Year 1 (2009/2010)

91% 86.10% 104

Year 2 (2010/2011)

93% 86% 105 Attendance data is based on ALL FNMI students K-9. That was actually 316 for this year but 3,6,9 enrolment numbers were used.

Year 3 (2011/2012)

95% 87.3 123

B1b. Survey Measures Measures should be expressed as percentages, where possible. It is recommended that baselines be determined using a three-year average. Improvement targets should be realistic and attainable, based on prior performance.

Locally administered satisfaction survey (Schollie):


Description: Locally administered satisfaction survey (Schollie) results: Improve the percentage rate for student and parent satisfaction rates on the locally administered satisfaction survey:

Variety of approaches / methods used by teachers (Students Grade 7-12) Baseline is 3 year average 2007-2009.

Results Target Actual N Response Rate

Comments

Baseline 66.3%

Year 1 (2009/2010)

70% 71% 816 91% Response Rate in percent

Year 2 (2010/2011)

73% 71% 832 83%

Year 3 (2011/2012)

75% 73.5% 696 70.5%




Variety of methods used by teachers (Parents) Baseline is 3 year average 2007-2009


Comments

Baseline 89%

Year 1 (2009/2010)

90% 94% 317 20% Response Rate in percent

Year 2 (2010/2011)

91% 91% 329 20.5%

Year 3 (2011/2012)

92% 87% 300 18.5%




I can make choices in my classroom. (Students Grade 4-6) Baseline is 3 year average 2007-2009


Comments

Baseline 83%

Year 1 (2009/2010) 85% 87% 559 92.3% Response Rate in percent

Year 2 (2010/2011) 87% 90% 592 97.5%

Year 3 (2011/2012) 90% 83% 585 94.8%




Opportunities to make decisions about how I learn. (Students Grade 7-9) Baseline is 3 year average 2007-2009


Comments

Baseline 73%

Year 1 (2009/2010) 75% 76% 816 91% Response rate in percent

Year 2 (2010/2011) 78% 73% 832 83%

Year 3 (2011/2012) 80% 77% 696 70.5%




Learning to work in a team environment (Students Grade 7-12) Baseline

is 3 year average 2007-2009


Comments

Baseline 85%


Year 2 (2010/2011) 89% 86% 832 83%

Year 3 (2011/2012) 91% 85% 696 70.5%




I am learning to work in groups in my school. (Students Grade 4-6) Baseline is 3 year average 2007-2009


Comments

Baseline 94.3%

Year 1 (2009/2010) 95% 93% 559 92.3% Response rate in percent

Year 2 (2010/2011) 95% 96% 592 97.5%

Year 3 (2011/2012) 95% 95% 585 94.8%




Variety of classroom learning activities (All Students) Baseline is 3 year

average 2007-2009


Comments

Baseline 71.3%

Year 1 (2009/2010) 74% 78% 1375 91.7% Response rate in percent

Year 2 (2010/2011) 77% 74% 1424 83%

Year 3 (2011/2012) 80% 77.5% 1281 79.8%




Variety of classroom learning activities (Parents) Baseline is 3 year average 2007-2009


Comments

Baseline 90%


Year 2 (2010/2011) 91% 93% 329 20.5%

Year 3 (2011/2012) 91% 90% 300 18.5%




Computers and technology expand choices in learning (Students Grade

7-12) Baseline is 3 year average 2007-2009


Comments

Baseline 84%


Year 2 (2010/2011) 88% 86% 832 83%

Year 3 (2011/2012) 90% 86% 696 70.5%




Computers and technology expand choices in learning (Parents) Baseline is 3 year average 2007-2009


Comments

Baseline 89%


Year 2 (2010/2011) 91% 91% 329 20.5%

Year 3 (2011/2012) 92% 91% 300 18.5%




Opportunities to use technology in a variety of subjects (Students Grade 7-12)

Teachers use computers to help me learn in different classes (Students Grade 4-6) Baseline is 3 year average 2007-2009


Comments

Baseline 76.8%


Year 2 (2010/2011) 82% 89% 1424 83%

Year 3 (2011/2012) 85% 88% 1281 79.8%





Use of technology as a communication tool (Students Grade 7-9) Baseline

is 3 year average 2007-2009


Comments

Baseline 81%

Year 1 (2009/2010) 83% This question was omitted from our 2009-2010 Survey






Use of technology as a communication tool (Parents) Baseline is 3 year

average 2007-2009


Comments

Baseline 84%


Year 2 (2010/2011) 87% 90% 329 20.5%

Year 3 (2011/2012) 90% 89% 300 18.5%



Opportunities to use technology in a variety of subjects (Parents)

Baseline is 3 year average 2007-2009


Comments

Baseline 81.6%


Year 2 (2010/2011) 87% 88% 329 20.5%

Year 3 (2011/2012) 90% 88% 300 18.5%

B1c. Qualitative Measures

Qualitative data provide rich, transferable descriptions of individuals’ experiences of educational phenomena, with a focus on process, meaning and human behaviours as they occur in context. Sources of evidence might include: interview transcripts, written reports (e.g., policy documents; observation field notes), focus group transcripts, video/audio recordings (e.g., documenting classroom activities), artifacts/documents/portfolios (e.g., personal/professional journals; artwork).

The “Current Situation” provides a baseline. The “Success Indicators” demonstrate how we know the “Desired Change” has been achieved. When reporting on these success indicators, plan to include a summary of qualitative evidence, rather than including all the raw data. For example, rather than including all the interview transcripts from the in-depth qualitative interviews conducted, include a summary of evidence-based themes from the data analysis.

Current Situation

Desired Change Success Indicator(s) (You will be required to report on each success

indicator identified.)

B2. Plans for Key Strategies and Processes

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

Category Planned Strategies/Processes

a. Instructional Strategies:

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

Teachers in this project will become familiar with and more comfortable in applying some of the following strategies to meet the needs of the 21st Century learner. Not all teachers will be implementing all these strategies/ processes – they will implement those that meet the needs of their specific students and schools.

Pyramid of Intervention,

Differentiated Instruction,

Inquiry

Assessment for Learning,

Critical thinking,

Higher Order Thinking as based on Blooms Taxonomy of Learning

Problem solving,

Small group work,

Integration of technology,

Peer instruction,

Collaboration (Teacher to Teacher, Student to Student)

Positive behavior supports

b. Student Assessment:

Projects must provide annual evidence of student learning and performance.

Assessment of student learning will be both formative and summative. Assessment will take a variety of forms in order to provide many opportunities for students to demonstrate their learning. Pre and post testing will determine areas of need and successful attainment of learning goals. Students will develop self-assessment strategies to help monitor their own progress.

Provincial Achievement Tests, Diploma Exams, Provincial Accountability Pillar Survey Results, Locally Administered Survey Results and Project specific student surveys will be used to gauge student learning and performance.

c. Project Management

and Coordination: Projects require some type of support such as a project coordinator, consultant, or lead teacher. It is expected that Project Management and Coordination will represent approximately 5% of project expenses. The proposal should indicate a) who will be responsible for management, b) the proportion of his/her time that will be invested in this activity, and c) how the project will be managed.

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

Project Adjustment: During the 2010-2011 school year, school based

will be allocated to coordinate the AISI projects at each school. A 0.2 FTE allotment will be provided for each school through AISI funding to support project leadership.

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

d. Professional Development:

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

Effective and ongoing Professional Development practices will be at the heart of this project. Professional Development will include a combination of School Division and School Based Professional Development. There will be a balance between Division determined topics and school determined topics. The divisional AISI team and the ATA PD Council will serve as resources to the schools and to the division.

One Grade level/subject area meeting--per grade-- per year (School Division) The purpose of this session will be to promote teacher engagement and sharing of 21st century learning best practice in a Grade / Subject specific Professional Learning Community. The session will be facilitated by the Division Principal.

Annual Divisional PD Day (School Division) The format for this day will be an introductory keynote address (speaker TBA) that will set the tone for the need for all staff to address the needs of the 21st Century learner. Teachers will experience the constructivist model of learning throughout the project, by having the issue / problem identified at the initial Professional Development Day. Teachers will then work in Grade level / Subject area Professional Learning Communities to

Project Adjustment 2010-2011: With less funding being directed two FTE Project leadership, more opportunities will be available for all staff to participate in professional development opportunities. More teachers will have increased access to funding to support substitute teacher release time. Project Adjustment 2011-2012: Two half day whole group grade level meetings were held during the 2011-2012 school year. In addition teachers formed partnerships that facilitated visits to each other’s’ classrooms for a third half day. The classroom visits coupled with the whole group sessions helped to build teacher capacity and collective informed professional judgment in regards to “teaching differently.”

explore, implement and review best practice in meeting the needs of the 2st century learner.

AISI Lead Team Meetings—4 per year (School Division) The AISI Lead Team will form a Professional Learning Community that will include at least one Team Leader from each of the 13 schools. This team will provide leadership within their own school and the division. Team Meetings will focus on in depth exploration, implementation and review of best practice in meeting the needs of the 2st century learner.

Holy Spirit School Division AISI Lead Team attendance at conferences addressing differentiated instruction, 21st century learning and assessment for learning will build leadership capacity (School Division)

Holy Spirit School Division teacher attendance at conferences addressing differentiated instruction, 21st century learning and assessment for learning (School Based)

AISI Coordinators’ Meetings with Alberta Education will build leadership capacity (Division Principal for Curriculum and AISI)

The Division Principal for Curriculum and AISI is working together with SAPDC to ensure that sessions are offered relating to 21st Century Learning, professional learning

communities, mathematics, differentiated instruction and inquiry. These sessions will be supported at the Division level through payment of registration fees and substitute teacher cost in an equitable manner. (School Division)

With a blend of both urban and rural schools, Video-Conferencing will enable increased participation in Professional Development for all school teachers. (School Division)

School based PD days will be planned and implemented through the leadership of the Division Principal for Curriculum and AISI, School Based Administrators, The School Based AISI Lead Teachers and School Based Technology Lead Teachers. These sessions will focus on in depth exploration, implementation and review of best practice in meeting the needs of the 2st Century Learner. Resources will include Pyramid Response to Intervention, Supporting Positive Behavior in Alberta Schools, Beyond Monet: The Artful Science of Instructional Integration, and Promising Practices in FNMI Education as well as current research on the brain of the 21st century learner, and Web 2.0 technology applications to the classroom.

Time within the regular school day and teacher release time will be built into school based AISI plans to allow teachers to engage in Professional Learning

Video Conferencing has been under-utilized in our school division. Skype has emerged as a more user-friendly solution with less sophisticated equipment required. For the most part, face to face is preferred especially when professional learning is more interactive modeling effective strategies.

Communities, observe, plan and mentor one another. (School Based)

e. Parental & Community

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

Parent involvement will include active participation in student led conferences, Individual Program Plans, newsletters, open house events, School Council Meetings and electronic communications (school and division web site, online information subscription, Students Achieve student management system for Grade 7-12).

Parent Involvement has the potential to increase throughout the project as more web 2.0 learning resources are utilized with students to enhance their in-class learning.

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

Sharing and disseminating information about our AISI project will be accomplished in a variety of ways:

Sharing AISI practices at school staff meetings, team planning sessions, grade level meetings, Learning Leadership Team meetings.

AISI information in school newsletters.

Presentations at School Council meetings.

Articles of success in local newspapers.

Presentations to the Board

Divisional web page

School web sites

g. Networking: Project leaders are encouraged to use networks for knowledge dissemination and the exchange of information, ideas, and resources. Networks include face-to-face and digital communication.

Sharing of best practices amongst teachers at professional development days, conventions and divisional web site teacher share space (Moodle, Grade Level Wiki, School Division Shared network drive)

Divisional web page, common website staff sharing space and Web 2.0 resources

h. Integration and Sustainability: Projects must indicate how educators will integrate what is learned: how

The teaching staff will work collaboratively, through Professional Learning Communities, to research, implement and evaluate instructional strategies that are proven by research to increase

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

student learning and engagement for the 21st century learner. Once teachers become knowledgeable of and confident in using new strategies they will become part of their repertoire. The teachers will continue to pool their professional development knowledge beyond the term of this project.

Teachers will be engaged in professional development that is aimed at building deeper understandings and capacity. On a divisional level, this will be accomplished through grade and/or subject level meetings scheduled throughout each school year. In addition, individual schools will organize PD sessions and Professional Learning Community discussions based on their unique needs. This ongoing professional development is meaningful learning that will continue after this project ends.

Change takes time, but as teachers are exposed to new ideas and given time and opportunity to engage in professional dialogue, they will experiment with new ways of working with students and implement instructional strategies that will engage students and improve student learning. This experimentation will require risk taking based on trust that the system will support a "fail forward" ongoing learning philosophy.

The divisional AISI Team will continue to revisit and discuss the goals of the project. This will help us to maintain our focus and direction, allow time to discuss concerns as they relate to the Divisional AISI project goals, and give teachers stability within the program from year to year.

Priority will be given to providing adequate funding for professional development; including bringing in speakers, and coverage of substitute teachers for teachers working on the program or on personal professional development. PD leads to improved teaching practice, which, in turn, leads to student growth in learning and performance.

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

The Holy Spirit AISI Lead Team meetings will allow for ongoing discussion and reflection. The team will facilitate and implement this project, reporting back on group processing, and maintaining regular contact between meeting dates.

The Holy Spirit AISI Lead Team will work collaboratively with teachers in their respective schools to move the AISI project forward.

A summary of the minutes from these meetings will be communicated to the schools through AISI Lead Team members. Data and anecdotal records will be collected, measured and analyzed to track student learning progress,

adjust the AISI project, and continue to improve student learning.

Accountability Pillar

Locally developed parent, teacher, and student satisfaction surveys.

PAT and Diploma Exam results

Locally developed annual AISI project teacher feedback surveys

Locally developed teacher / parent / student surveys specifically related to the project

School reports at Division meetings

B3. Staffing Requirements Projects must identify the people who will be involved. Staff can include teachers and AISI

Coordinators, other professionals, teaching assistants, administrative and support staff.

FTE 2009/2010

FTE 2010/2011

FTE 2011/2012

AISI Funded

Funded From Other Sources*

AISI Funded


AISI Funded


Certificated Teachers

Teachers (0.2 per school = 2.6 FTE)

$239 200 0.45 0.20

AISI (o.5o) Coordinators

$55 000

0.50 0.50

Other Personnel

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

0 0

Teaching Assistants

0 0

Administrative Support Staff (0.3)

$18 017 0.49 0.146

Other

Total FTE 3.4 FTE 1.44 .846

Total $ amount allotted for Staffing & Benefits

$376,251 118,630 80, 676

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

Section B4. Budget & Financial Report B4a. Estimated Project Budget

2009/2010 2010/2011 2011/2012

Revenue Proposed Budget*

Working/ Actual YTD

Approved Budget

Working/ Actual YTD

Approved Budget

Working/ Actual

YTD

A. Unexpended Funds at the beginning of year

0 $57,398 $57,398 $164,921 $164,921

B. AISI Funding $604 717 $604,717 $597,817 $597,817 $300,790 $300,790

C. Funding from other sources

0 0 0 $1,408 $183,316 $183,316

D. Approved AISI funding transferred to/from other AISI projects

$29,202 $32,857 0 0 0 0

Total Revenue 633,919 637,574 655,215 656,623 $649,027 $649,027

Comments on any of the revenue line items:

Expenses Proposed Budget*

Working/ Actual YTD

Approved Budget

Working/ Actual YTD

Approved Budget

Working/ Actual

YTD

Project Management

$6,000 $191 $6 000 0 $4 000 0

It is expected that Project Management will represent approximately 5% of project expenses. Check where applicable: Office Supplies Travel Expenses

Staffing and Benefits (Cost of FTE’s charged to this project, excluding AISI Coordinator).

$312,217

$376,251 $131,000 $118,630 $219,780 $68,679

(Cost of FTE’s charged to this project, excluding AISI Coordinator). Check where applicable: Lead Teacher(s)√ Support Staff √ AISI coordinator √

Professional Development

$220,517 $143,495 $411,619 $284,128 $313,458 $261,712

It is expected that Professional Development will represent at least 15% of project expenses. Check where applicable: Resources/Materials √ External Consultants/ Presenters Fees √ Sub Costs √ Travel/Accommodation/ Meals/Facilities √ Other Related Costs

Instructional Materials/Resources

$40,983 $53,136 $63,296 $52,887 $51838 $90,574

Equipment

$25,000 $7,103 $43,300 $36,057 $60,145 $45,106

It is expected that Equipment and Other Capital, together, will not exceed 10% of project expenses.

Other Capital

TOTAL EXPENSES $604 717 $580,176 $655,215 $491,702 $649,027 $466,071

Unexpected Funds $29,202 $57,398 0 $164,921 0 $182,956

Comments on any of the Expense categories:

*Proposed budget will change to Approved budget upon approval .

Section B4. Budget & Financial Report B4b. Estimated Project Budget-Comments

Comment

Revenue

A. Unexpected Funds at the beginning of the year

B. AISI Funding 2011-2012 – When it was announced in spring of 2011 that AISI funding would be cut in half for the following year, schools and the district minimized their spending to ensure that funds would be available for the following year in the areas most needed.

C. Funding from other sources

This amount is additional carry forward from the previous year. Additional funding that has contributed to our project includes, various professional development opportunities and keynote speaker Dr. Martin Brokenleg paid for through our FNMI Project. In addition, most teachers attending larger and international conferences paid partially through AISI funds and partially through personal Professional Development Funds. 2011-2012 - $183,316 was restored to our AISI funding in October 2011

D. Approved AISI funding transferred to/from other AISI projects

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

Total Revenue

Expenses

Project Management 2011-2012 -Project Management expenses are included in staffing for the AISI coordinator-$57, 584 as well as PD and Resources. No additional expenses were incurred in project management as the coordinator. Attendance at the AISI Annual conference costs are included in PD.

Office Supplies

Travel Expenses

Other Expenses

Salaries and Benefits During the 2010-2011 school year, school based leadership will be supported through substitute teacher release time for AISI lead teachers. This will enable AISI lead teachers to take full or half day at a time as needed to focus on AISI leadershio rather than smaller bits of time dispersed throughout the regular work week. 2011-2012 – The majority of the October 2011 restored funding was allocated towards staffing to enhance project leadership at the school level. Late in the school year, it was determined that AISI Leadership staffing costs were able to be covered through a different revenue source within the school

division. *This amount includes 0.146 FTE AISI clerk typist @ $6562.00 - Section B3 is locked and I am not able to add this in.

Lead Teacher(s) 0.2FTE has been alloted to support our Division participation in the Southern Alberta Inter-Jurisdictional IMAP project. One classroom teacher is collaborating with other divisions in the development of model Mathematics units incorporating Understanding by Design, Assessment for Learning and utilizing SMART Boards technology. 2011-2012 – 0.2 FTE was applied for and used to support AISI research in preparation for AISI Cycle 5 Research

Internal Consultant

Support Staff

AISI Coordinator

Classroom Teachers

Professinal Development

With less funding being directed to FTE project leadership, more opportunities will be available for all staff to participate in professional development opportunites. More teachers will have increased access to funding to support substitute teacher release time. 2011-2012 – Funding restored in October 2011 was not fully used. Teachers expressed concern over leaving their classroom with substitute teachers, the added burden of planning to be out of the classroom and assessing student learning upon their return.

Resources With less funding being directed to FTE project leadership, more opportunities will be available for the purchase of technologies that support 21st Century Learning in the classroom, such as iPods, iPads, GPS Systems, Student Response Systems. 2011-2012 – Costs for Resources increased as schools purchased books, teaching and learning materials and subscriptions to online resources that support development of learner competencies for 21st Century learning.

External Consultant Fees

Sub Costs

Travels

Other Related costs

Instruction Materials

Equipment With less funding being directed to FTE project leadership, more opportunities will be available for the purchase of technologies that support 21st Century Learning in the classroom, such as iPods, iPads, GPS Systems, Student Response Systems. 2011-2012 – a number of schools used part of their AISI funds to support digital and technological fluency through the purchase of iPads, netbooks, carts and apple TVs to support 21st century student learning

Other Capital

Total Expenses

Unexpected Funds When schools discovered that the AISI funding for the 2011-2012 would be cut in half, they were very hesitant to spend all of their allocated funds inorder to maximize opportunities for the 2011-2012 school year 2011-2012 – We have requested to carry forward $182,955 to be allocated to FTE, Substitute teacher release time, professional development, resources and research.

*Proposed budget will change to Approved budget upon approval.

B5. Attachment (Optional)

Please attach additional supplementary documents in this section that may be helpful in reviewing this project. (Excel spreadsheet, Word format or PDF)

Note: File should not exceed 1000KB in size or 20 pages single spaced.

File Sent

How do other AISI projects inform this project.doc

Holy Spirit – AISI Creativity 2010.pdf

Holy Spirit – I am a Problem Solver.pdf

Holy Spirit – 40 Assets.pdf

Holy Spirit – FNMI Project.pdf

Holy_Spirit_Creativity_2011.pdf

Holy_Spirit_OLA_PRTI.pdf

Holy_Spirit_SPT_PRTI.pdf

Holy_Spirit_ESM_AISI_ Newsletters.pdf

Holy_Spirit_ FLVT_AISI_ Newsletters.pdf

Holy_Spirit_ SC_AISI_ Newsletters.pdf

Holy_Spirit_ SMS_AISI_ Newsletters.pdf

Engaging our Students – EOS Projects.pdf

Holy Spirit Newspaper Article.pdf Holy Spirit PD Day Schedule and Sessions October 2011.pdf

Holy Spirit Teacher Capacity Project 2012.pdf

Learning Through the Creative Process LLArticle.pdf

Holy Spirit Creativity 2012.pdf

Holy Spirit Newsletter Articles 2011-12.pdf

B6. Project Contacts Key project contacts who can provide additional information about the project should be included.

Surname Given Name Position Business Address

Email Address

Smeaton Christopher Superintendent 620 12 Street B North Lethbridge, AB T1H2L7 403.327.9555 403.327.9595

[email protected]

Lenaour Lorelie Principal [email protected]

Macauley Brian Deputy Superintendent

[email protected]

Note: Identify primary contact as the first one on the list

B7. Superintendent/CEO Certification

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

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

Does this project: Yes No

1. Address an identified need?

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

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

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

5. Have a research base?

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

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

8. Have improvement targets that are achievable?

9. Identify strategies that have a reasonable chance of achieving the improvement goal(s) and target(s)?

10. Include a workable plan for knowledge dissemination and sharing?

11. Identify appropriate evaluation methods?

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

13. Superintendent/CEO Electronic Signature

mailto:[email protected]

C. Estimated Staffing Percentages School Year 2011/2012

2010/2011 AISI Funded

FTE

% of Staff Time Spent on

Delivering Professional

Development

Project Administration

Other

Certified Teachers

Teachers .20 100%

AISI Coordinators .50 50% 50%

Other Personnel

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

Teaching Assistants

Administrative Support Staff

.146 100% 100

Other 100

Total FTE .846

Section D: 1. Student Outcomes What IMPACT on student learning has this project had? Use the EVIDENCE from your results on

quantitative, survey, and qualitative measures to support this conclusion. 2009/2010 PAT & DIP Results: Overall results for all grades have shown steady growth in Holy Spirit Schools. Our results and rates of participation are above the provincial average in each of the four areas reported - Overall percentage of students in Grades 3, 6 & 9 achieving the acceptable standard and the standard of excellence and overall percentage of students achieving the acceptable standard and the standard of excellence on Diploma Exams. Three of the four groups have shown improvement over the 3 year baseline data. With an increased focus on meeting the needs of all learners through "Supporting Positive Behaviour" and through implementing the "Response to Intervention" model, students are being better served. Our schools are becoming even more intentional in implementing the assessment loop where formative assessment is used to drive instruction and student learning. Students are identified and receive help when help is needed. This approach is effective in helping the majority of students before they fall too far behind and require more intense interventions. High school students achieving the standard of excellence on Diploma exams has declined slightly from the 3 year baseline data. It appears that most subject areas continue to show increases in the percentage of students achieving the standard of excellence. During the 2009-2010 school year, Biology 30 and Science 30 were the only subjects with a decline in the percentage of students achieving the standard of excellence. Math Results: As noted in the Quantitative Results section, teachers chose optional implementation of the new Mathematics Program of Studies for Grade 3, 6, and 9. Therefore, students wrote the pilot PAT exams and the results were suppressed. In reviewing the suppressed data at the school levels, we will be

maintaining our focus on improving student achievement in Mathematics and we intend to report on mathematics achievement over the next 2 years of the AISI Cycle. FNMI Results - - Our local FNMI data indicates that FNMI students are being more appropriately served. At grade 9, 11 students were enrolled in K & E subjects. Due to the small number of students, they are not included in the overall PAT results. Within the K&E group, 50% of students wrote the exams, 25% were excused and 25% were absent. Of the students writing the Grade 9 K&E PATs, 50% in Mathematics, 100% in Science, 67% in English Language Arts and 100% in Social Studies achieved the acceptable standard. (*These results are based on 2-5 writers). With the K&E students removed from the regular PAT results, our baseline for Grade 3,6,9 FNMI PAT at the acceptable standard was 45.6%. We have seen a significant increase to 56.9% of FNMI students achieving the acceptable standard. Significant work on awareness and precision has taken place over the past year in attempting to build relationships with students and parents and in turn better meet the needs of our Aboriginal learners. During the 2009-2010 school year, a full time FNMI Lead Teacher and a 0.5FTE Division Principal were hired through separate grant funding to provide leadership in improving learning for our FNMI Students. We have seen significant improvement, but will continue to strive to close the achievement gap between our Aboriginal and Non-Aboriginal students. Attendance for our First Nations students declined slightly (1.6%) during the 2009-2010 school year. Contributing factors include: -H1N1 pandemic impacted attendance results for all student populations within the division. - Reserve school buses that transport 130 FNMI students to our division were not running for several days during the winter due to extreme weather and road conditions. Survey Measures - o Students and parents are expressing increased satisfaction with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. o Students expressed increased satisfaction in their opportunities to make choices in their classrooms and make decisions about how they learn. o Students reported increased satisfaction in learning to work in a team environment and learning to work in groups. With the AISI focus on 21st Century instructional strategies, particularly at the High School level, students are engaged more frequently and more effectively in collaborative group work. Students are being exposed to more of a variety of instructional strategies and are more involved in decision making regarding their learning. o Students and parents indicated increased satisfaction in all areas related to computers and technology in learning, including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool. During the course of the 2009-2010 school year, computer projection and Interactive White Boards were installed in all learning spaces, using other funds. This was a welcome addition for students, teachers and parents alike as computer projected teaching and learning began to be implemented into classrooms. Over the course of the next few years, we will continue to work with teachers to ensure that the new technologies are being used to their full potential to increase active engagement of students with the technologies.

2010/2011 Although our results for Grade 3, 6 & 9 Provincial Achievement Tests are above our baseline 3 year average and above the province, results have declined slightly from our previous year. Our percentage of Grade 3, 6, & 9 students achieving excellence on the Provincial Achievement Tests is above our baseline 3 year but also declined from the previous year. Upon closer inspection, our main area of concern would be the Grade 6 level Mathematics results. While results for Language Arts for Grade 3, 6, & 9 and Mathematics for Grade 3 & 9 were comparable with the province, our Grade 6 Mathematics results were 11.6% lower than the province. With the understanding that we are implementing a new program of studies and are attempting to integrate new ways of teaching and learning Mathematics, we will continue to work towards improvement in student learning through continued professional learning around the new program and detailed analysis of the results. Our overall Grade 12 DIP results were maintained from the previous year with a slight increase in students achieving the standard of excellence. The results for Mathematics 30-1 have declined. With the implementation of the revised Mathematics Program of Studies, we will need to continue to maintain focus and precision in teaching differently for student success. We know that improvement in achievement and diploma test results will occur as we better address the barriers and challenges that some of our FNMI students face. The Niitoohpookso'op project within our division (an Alberta Education supported grant to enhance teacher capacity in meeting the needs of FNMI learners) has helped our teachers increase understanding and knowledge of our FNMI communities and our FNMI families. The data gathered from pre and post surveys as part of this project, indicate that teachers are engaging in more professional reading and conferences to assist them. They are also making greater efforts to get to know the FNMI community and keep current through the media with the issues facing our students. Between May 2010 and January 2011, teachers responding to our FNMI Project surveys reported increases in knowledge of FNMI culture, history and issues through professional reading, conversation with FNMI Community members, conferences and workshops, attendance at FNMI community events and newspaper & media. In this coming year, we are prioritizing:

Early learning. what supports do we have in place for our FNMI families entering our school division at the pre-k, kindergarten and grade 1 levels.

Transitions. what strategies are we using to assist students and families in making smooth transitions from elementary to Junior High and ultimately to Senior High and Post Secondary?

In our locally developed survey, satisfaction remains consistent with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. Grade 4-6 students expressed increased satisfaction in their opportunities to make choices in their classrooms and in learning to work in groups. Grade 7-12 student satisfaction declined in their opportunity to make decisions about how they learn as well as in learning to working a team environment. With the AISI focus on 21st Century instructional strategies, students are engaged more frequently and more effectively in collaborative group work. Students are being exposed to more of a variety of instructional strategies and are more involved in decision making regarding their learning. Students and parents satisfaction related to computers and technology in learning including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool remained consistent or declined slightly. With new technologies being in place for a year now, use of Interactive Whiteboards for teaching and learning are the new norm. Teachers and students alike have come to rely on technology being available

and working at all times. In order for satisfaction to be sustained at high levels, teachers will need to ensure that the new technologies are being used to their full potential to increase active engagement of students with the technologies. 2011/2012 Holy Spirit Catholic Schools, saw declines in overall success rates for Provincial Achievement Tests this past year, however our success rate remains an improvement over our baseline 3 year average. Our overall percentage of grade 3, 6 and 9 students achieving the acceptable standard on Provincial Achievement tests increased from a baseline of 77.8% to the current year result of 81.4%. Grade 3, 6 and 9 students achieving the standard of excellence on Provincial Achievement tests increased from the baseline of 16.9% to 19.7%. Although our Diploma Exams results have declined slightly this year, we are still very much in line with provincial success rates. Our High School Completion Rate and Exam Participation Rates have both increased over the past 3 years (3% and 2.8% respectively over the previous 3 year averages). We believe that participation in the High School Flexibility project has enabled us to provide more inclusive programming for more diverse student populations. More students are writing Diploma exams and completing high school. As a result students who would not previously have written Diploma Exams or completed high school are now writing. The percentage of students achieving the acceptable standard has declined from our baseline of 85.7% to 82.5% achieving the acceptable standard. The percentage of students achieving the standard of excellence on Diploma Exams has increased by 0.7% over the previous year but declined by 2.9% from our baseline. Our overall percentage of students who achieved the acceptable standard on the provincial diploma exams was 82.5% as compared to 83.5% provincially. Our overall percentage of students who achieved the standard of excellence on the provincial diploma exams was 18.3% as compared to 18.6% provincially. As we attempt to implement new practice that embodies the competencies of the 21st Century Learner, we are more carefully questioning the link between our strategies and our measures for this cycle of AISI. Although success rate on provincial exams is one indicator of student achievement, we are interested in pursuing measures that will more closely align with our project in the next cycle of AISI. All indications from an anecdotal point of view would suggest that this has been a highly successful project. We will need to be very clear on what we are measuring and how. We are now exploring how to better measure competencies and describe student learning in areas such as creativity and innovation; critical thinking, problem solving and inquiry; communication and collaboration; self-directed learning and 21st Century Literacy. We will continue to look more in depth during our next cycle of AISI. Our Provincial Achievement Test results declined significantly for Grade 3 Mathematics, while Grade 6 and 9 Math results improved. Although this could be an anomaly, teachers have switched to an increased focus on Literacy during the past few years. With interest sparked by the Daily 5 philosophy to foster literacy independence, less emphasis was placed on improving teaching and learning in Mathematics. Another factor that contributed to less emphasis on Mathematics in the primary grades came from the Pyramid Response to Intervention model where numerous new assessment and benchmarking tools for Literacy were experimented with. Teachers are beginning to explore the idea of Daily Five for math. This renewed interest will put emphasis back onto improving learning in math. One caution would be for teachers to be wary of technology applications that are readily accessible to support foundational skill and drill activities for students. As we move forward, teachers will need to continue to be careful in discerning which digital resources can best support learning and assessing of higher order skills beyond mere “drill & kill.”

Overall, the numbers of FNMI students writing achievement tests and diplomas is increasing. We continue to demonstrate slow growth over time. The most significant growth is at the grade 9 level. Achievement in all 4 subjects improved. K&E at the grade 9 level continues to be a program that is supporting student success, especially in Science and Social Studies. During the 3 years of our project, our FNMI students have shown a gain of 12.9% over our baseline in the percentage of FNMI students achieving

Acceptable Standard in provincial achievement tests. Our Annual Education Results Reports for Oct 2012 indicate that our 3 year rate of High School Completion for FNMI students has increased steadily… previous 3 year average: 41.6%; previous year: 43.9%; current result: 50.5%. In our locally developed survey, both parents and students have reported increased satisfaction with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. Students expressed increased satisfaction in their opportunities to make decisions about how they learn. Students reported increased satisfaction in learning to work in a team environment and learning to work in groups. Students and parents indicated increased satisfaction in all areas related to computers and technology in learning, including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool. Even with declines in satisfaction for Grade 4- 6 students (83%) in their opportunity to make choices in their classrooms and parent satisfaction (87%) with variety of methods used by teachers and (90%), variety of classroom learning activities, overall percentages remain high. Over the course of our three year project emphasizing “Engaging the 21st Century Learner,” student outcomes have shown improvement in numerous areas. With the new program of studies, results are suppressed for our first year of the project. Therefore we can only compare 2 years of data for Mathematics. Grade 6 Math has improved by 3.7% and Grade 9 Math has improved by 2.5% over our baseline. In addition the percentage of students achieving the standard of excellence for Grade 9 Math has improved by 4.9%. Our Grade 3 Math results will continue to be an area to address as the new program of studies is fully implemented. In comparing the 2 years of data, the percentage of students achieving the acceptable standard declined by 9.8% and students achieving the standard of excellence declined by 6.7%. Our overall results for students in Grade 3, 6 and 9 achieving the acceptable standard on the Provincial Achievement Tests has improved over our baseline by 3.6% and 2.8% for students achieving the standard of excellence. As noted above, our success rate on Diploma exams has shown a decline in both the acceptable standard and the standard of excellence. This is partly attributable to an increase in the percentages of students staying in school, participating in higher level courses, writing diploma exams and completing high school. Our FNMI students have shown tremendous growth with an increase over our baseline of 12.9% of students achieving the acceptable standard on Provincial Achievement Tests. Results for overall success of FNMI students on Diploma Exams and Attendance have remained stable with less than 1% declines.

Section D: 2. Effective Classroom Practices What has changed in your classroom(s) to impact student learning?

(E.g. instructional strategies, student assessment, parental involvement, etc.)

2009/2010 In our locally developed survey, both parents and students have reported increased satisfaction with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. Students expressed increased satisfaction in their opportunities to make decisions about how they learn. Students reported increased satisfaction in learning to work in a team environment and learning to work in groups. Students and parents indicated increased satisfaction in all areas related to computers and technology in learning, including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool. Instructional strategies that are now being used successfully with students:

Artful Science of Instructional Integration," teachers report using more of a variety of approaches to instruction. Some examples include: place mat, think/pair/share, concept attainment, collaborative group work, critical thinking challenges, higher order questioning and applying wait time.

Problem Solving in general was identified at all levels as a strategy that is being used with increased frequency and success.

In our Fine Arts School, problem solving was studied from the perspective of the creative process. Students were encouraged to "dream" more, to explore, collect and appreciate various options before committing to one. Integration of the Fine Arts into curriculum continues to be a strategy to engage students' senses and widen their realm of associations and new possibilities. Teachers at this school have collaboratively created a graphic to describe the creative process. This is posted in each classroom and is referred to by teachers and students, often. Please refer to the Creativity attachment.

Differentiated Instruction was used successfully by a few teachers through the use the Kathy Nunely's idea of Layered Curriculum. This approach allowed for more choices for students in how they learn and how they present their learning, as well as implementing more open-ended questions and assignments. The interest and excitement generated by teachers implementing this approach and by administrators observing it in action led to two schools planning to bring Kathy Nunely in to present to their whole staff during the 2010-2011 school year. This will result in more differentiated instruction occurring in classrooms to enhance student learning.

School and Classroom Set up has been examined and modified in many buildings to explore environments that support and promote effective group work and collaboration. One school is currently moving from a traditional library to more of a Learning Commons approach to the school library.

Teachers felt that they were successfully integrating technology through their use of Interactive White Boards (IWB). As the school year progressed, more and more teachers became more comfortable and confident integrating the IWB into daily practice.

In one school using the Pyramid Response to Intervention approach, teachers refined their practice in Professional Learning Communities (PLCs. Meetings occurred on a weekly basis within the regular timetable where teachers collaborated and kept log books that focused on student success. In order to better meet the needs of all learners, a "Success Room" for students was implemented. In an effort to address the third PLC question of "What will we do when students are not achieving success?" students in need of completing or improving assignments were assigned to the success room during the lunch break. Teachers provided the support

needed. As the year progressed, fewer and fewer students needed to use the Success Room and eventually, it was eliminated.

In schools focused on "Supporting Positive Behaviour in Alberta Schools," school wide behavioural expectations were re-visited with all staff. This involved clearly articulating expectations for student behaviour on the playground, during transition times, lunch, before and after school and in class. Students have incorporated the use of an "I See You" gesture to affirm positive behaviours in others. Staff, students and parents have adopted an, "I am a Problem Solver" tool used with students experiencing difficulties. In turn, students have an improved understanding of expectations, they know the consequences, seem to think before they act and are taking more ownership of their behaviour. As student behaviour is clearly defined and understood, students are given more freedom, confidence and flexibility to focus on their learning and to become more self-directed with their own learning. Please refer to the "I am a Problem Solver" attachment for the letter to parents and the planning tool used by students.

In another school focused on "Supporting Positive Behaviour in Alberta Schools," a number of innovative new programs were implemented with a focus on engaging students, parents and community within the school. Some initiatives included: enhanced parish relationships, a computer club, various after school sports clubs, a parent room, increased use of photographs in school newsletters and the school website, participation in an Arts Alive program, school assemblies rewarding positive behaviours, positive letters to parents and a school staff retreat focused on "How Full Is Your Bucket?

One of our Junior High Schools began with a focus on "Supporting Positive Behaviour in Alberta Schools." In order to best meet the needs of their students, an Ordinary Heroes Program that embraces the Search Institute's 40 Developmental Assets for Adolescents was begun. Please refer to the 40 Assets attachment for a listing of the 40 Assets and newsletter articles.

Beginning in February 2010, Holy Spirit School Division began to introduce our new Moodle server to administrators and teachers. Between February and June 2010, classroom teachers began to use the Moodle and set up at least 20 different courses. The Moodle courses enabled students to collaborate and learn anytime, anywhere through online access to class assignments, resources and class discussion forums. Both students and teachers expressed increased engagement through the use of the Moodle technology.

Teachers have reported "teaching differently" in the mathematics classrooms with effective implementation of the new mathematics program of studies. Some strategies include: mental math strategies, student goal setting, personal strategies, assessment embedded in learning, problem solving focused, open ended questions and assignments, increased use of manipulatives, mathematics journaling and use of group work and incorporation of technology where appropriate.

2010/2011 In our locally developed survey, satisfaction remains consistent with the variety of approaches and methods used by teachers as well as the variety of classroom learning activities. Grade 4-6 students expressed increased satisfaction in their opportunities to make choices in their classrooms and in learning to work in groups. Grade 7-12 student satisfaction declined in their opportunity to make decisions about how they learn as well as in learning to working a team environment. Students and parents satisfaction in areas related to computers and technology in learning including expanding choice and opportunity, use of technology across subject areas and use of technology as a communication tool remained consistent or declined slightly. Instructional strategies that are now being used successfully with students:

Teachers refined their practice in Professional Learning Communities (PLCs). Through collaboration focused on students, PLC groups refined their skills in instructional strategies, response to intervention, supporting positive behaviors, creativity and developmental assets.

In our High School focusing on Barrie Bennett and Carol Rolheiser's "Beyond Monet - The Artful Science of Instructional Integration," teachers continue to refine and expand their repertoire of instructional approaches.

St. Patrick’s Fine Arts School, implemented their creative process graphic into daily teaching and learning. A poster hangs in each classroom and is used as an ongoing reference point for teachers and students in the learning process. Students have created a short video explaining the creative process. The Lead Teacher presented at the annual AISI conference and a video recording of his presentation can be found on the AISI website. (See Creativity Attachments from school newsletters)

Most schools are using a Pyramid Response to Intervention approach. Our Lady of the Assumption school has developed an enhanced visual to more precisely define what each stage of intervention looks like. St. Patrick’s School shared a list of strategies used with students at each of the levels of intervention in their parent newsletter. (See PRTI Attachments)

Schools continued their focus on "Supporting Positive Behaviour in Alberta Schools," by moving beyond school wide expectations and supports to classroom expectations and supports.

Work continued on the Ordinary Heroes Program which embraces the Search Institute's 40 Developmental Assets for Adolescents.

Through our involvement in the Inter-jurisdictional AIS project in southern Alberta, our teachers received access to and professional learning supporting effective use of Interactive White Boards in Math and Social Studies. As new units were developed, teachers participated in contributing to the units and incorporating them into classroom instruction.

Differentiated Instruction was used successfully through the use of Layered Curriculum, Daily 5 and "Making a Difference." Kathy Nunely's idea of Layered Curriculum allows more choices for students in how they learn and present their learning; and provides more open-ended questions and assignments. During the second year of the project, Kathy Nunely led a session on a school based PD Day for three schools and as a result, use of her strategies were more widely incorporated into classrooms. Differentiated Instruction was also used in numerous classrooms choosing to implement The Daily Five Program. Awareness and use of the resource, "Making a Difference" is increasing and as a result, more students are experiencing the benefits of differentiated instruction in their classrooms. In one school, a "Heart Room" was created for small groups of students to obtain extra targeted supports.

The Learning Commons approach to the school library is being explored by more schools. During this year, the Librarian group began meeting after numerous years devoid of collaboration. Librarians became more active in professional learning to begin to update libraries that better meet the needs of our current learners. Three libraries and the central office collection have upgraded their library software to include anytime, anywhere access for students.

Parental involvement has been facilitated by the use on online individualized programs that are available to students anytime, anywhere. (Raz Kids, Study Island, Castle Rock, Max Math, Read & Write Gold, Moodle)

2011-2012 In our locally developed survey, satisfaction remained stable in most areas. Of note, our Grade 7-12 students reported increased satisfaction with their opportunity to make decisions about how they learn and in the variety of approaches / methods used by teachers. 85% of students in Grade 7-12 expressed satisfaction that they are learning to work in a team environment and 95% of students in Grade 4-6 believe that they are learning to work in groups. Both students (86%) and parents(91%) believe that the use of computers and technology are expanding choices for students. 88% of students in grade 4-12 reported satisfaction that technology is being used by teachers and students across the curriculum. 89% of parents are satisfied that technology is being used as a communication tool. Even with declines in satisfaction for Grade 4- 6 students (83%) in their opportunity to make choices in their classrooms and parent satisfaction (87%) with variety of methods used by teachers and (90%), variety of classroom learning activities, overall percentages remain high.

Instructional strategies implemented in year one and two of the project were sustained. During year three, new highlights include:

During collaborative conversations at our elementary grade level meetings, teachers began to share and deepen their learning about The Daily Five philosophy. As a result of implementing Daily Five, students are developing independence in their own literacy development. One of our Grade 5 teachers tweeted this: “Today's student complaints on rescheduling am literacy block to pm "Aww, I was looking forward to it all recess!"#hs4”

One school sharpened their focus on Numeracy and Literacy for all by introducing a home reading program, precision reading, numeracy kits, and setting students up for summer reading. They also had a group of teachers visit Chestermere School in Airdrie to observe Daily Five in action. This, in turn, translated into collaborative conversations around common Literacy instruction language and improved the use of strategies in each of their own classrooms. As a result of implementing Daily Five, students are becoming more self-reflective and self-directed in their own literacy development.

“Engaging our Students” action research projects continued. Five Action Research Projects were submitted that supported innovative teaching and learning for students. Projects included initiatives such as, students using geo-caching and QR codes to investigate Energy for our World, engaging students in leadership for sound and recording in a musical theater production, engaging students in story and basic theatrical techniques in order to create their very own one act plays to present to others, and building student inquiry units for junior high social studies to engage students in Canadian politics. Teachers collaborated with their colleagues and took risks in trying new ideas with their students. (See Attached EOS application form.)

One school took our division “Engaging Our Students” action research projects to the local level. Teachers planned, collaborated and shared projects designed to engage students in using 21st century competencies within their own school. These projects provided a great opportunity for staff sharing and development, classroom visits to other schools, self-reflection and sharing and student blogging. (See Attached Teacher Capacity Project) Some of the projects included: Using Bloom’s Taxonomy and a critical thinking chart, students were provided with immediate feedback designed to increase focus and concentration in their learning, students created a paperless newspaper with an emphasis on Grade 6 writing outcomes, teacher to teacher classroom visits with a focus on observing and sharing methods to promote problem solving and self-initiated learning in the Kindergarten

https://twitter.com/search?q=%23hs4&src=hash

Numerous schools extended their understanding of Differentiated Instruction, Multiple Intelligences, Professional Learning Communities, Brain Based Learning and Developmental Assets through attendance at Conferences and small group follow up to implement new learning. Cara Shores, Rick Wormelli, Kathy Fosnot and Barrie Bennett are a few of the presenters that inspired teachers to “teach differently because our students learn differently.”

St. Patrick Fine Arts Elementary School, continued their emphasis on the Creativity cycle. The lead teacher noted: “Creativity has essentially become a point of discussion and a recognized option for everyone. Even in Division I grades, students have experienced time and task to consider the requirements of a challenge, to ponder their options and afterwards, to think about what they learned and what they could do differently. In this regard, students have been encouraged to become engaged in their learning.”

As a next step in implementing the Response to Intervention model, one school became part of a wrap- around project designed to meet the needs of all learners. In consultation with service providers, various “fidgets” and more open classrooms allowed students to remain engaged in lessons in the regular classroom.

The Response to Intervention Model inspired schools to continue to explore and implement research-based strategies designed to improve student learning such as balanced school day, intervention time and flex time. The CAT4 was adopted as a universal screening tool in all schools and helped teachers to individualize learning for students. School based AISI Lead teachers commented: “I can testify that every student in our school has benefited from this PRTI program. But the most important impact is the impact it has made on our teaching staff. PRTI has given our teachers hope and a reason to celebrate. They see improvement; they see reason to celebrate. I can see small changes in the way they see their students, and the environments they are setting up for their students.” Another school based AISI Lead teacher noted: “PRTI enabled us to pinpoint areas to work on as a collective group educating students in our school, not just in our own grades. Teachers were open to trying new things and had very authentic conversations about what worked, what didn't work, and where to go from here.”

In one school, students developed their own enrichment projects during intervention time. Some of the student projects included animations, plant studies and dramatic productions. (See Attached Student Enrichment Project Proposal form.)

FNMI students were engaged and involved in planning Heritage Week activities for the school, teachers continued to make regular phone calls home to the parents of FNMI students

Section D: 3. Overall Summary of Project Practices Provide an overall summary of project practices. Your response should include the following:

What worked well (successes) ? 2009/2010 During this first year of our Project, "Engaging the 21st Century Learner," we developed common understandings among staff of the characteristics of the 21st Century Leaner and the world in which they will live. Dr. Philip McRae and Ian Jukes provided staff members with much food for thought while providing a common frame of reference for all. We referred often to the skills that are required of the 21st Century learner that are identified in our AISI project description. We asked ourselves often, "What is 21st Century Learning?" and "How is 21st Century Learning Different from Traditional Teaching?" We challenged each other to use new technologies, such as the Interactive White Boards, in new ways rather than to support traditional teaching.

Professional Learning Community (PLC) meeting time was incorporated into each of our schools which provided time for teachers to meet and collaborate on how to best meet the needs of all students. There was emphasis placed on developing school based leaders through the AISI Lead Teachers, Tech Lead Teachers and PD Council Teachers. Each group met regularly with a focus on professional learning and improving leadership practice. Lead groups were invited to attend the Administrator sessions for our 'Developing Technology Leadership Capacity Project and many of our school based Lead Teachers were able to provide leadership within this project as well. Administrators and Lead teachers also participated in the use of Web 2.0 technologies, such as Moodle, 2Learn2Gether, Wikis, Blogs and Forums as part of their Professional Learning. We learned that as experienced teachers, in order to "teach differently," we need to experience "learning differently." Therefore attention was given to incorporating new ways of teaching and learning and using technology into the regular practice of meetings and professional learning. Rather than learning about technology, we used technology as a tool to support and enhance our own professional learning.

2010/2011 During the second year of our Project, "Engaging the 21st Century Learner," we built upon our understanding of the 21st Century Learner. We continued to focus on the skills of Creativity & Innovation; Critical Thinking, Problem Solving and Inquiry; Communication and Collaboration, Self Directed Learning and 21st Century Literacies. Technology is a part of 21st Century Learning which can support the skills identified, but technology alone does not equal 21st Century Learning. We continued our emphasis on teaching and learning differently. The AISI Inter-jurisdictional SMART Board units for Mathematics and Social Studies were a great support for modeling what effective teaching and learning with technology could look like. Our Divisional Professional Development Day keynote speaker, Dr. Martin Brokenleg shared a powerful message of the importance of building relationships with all students. This was an important reminder that provided positive support for instructional strategies, response to intervention, supporting positive behaviors, creativity and developmental assets. As a result, Dr. Brokenleg's "Circle of Courage" model is being utilized effectively in many of our schools. Our Division was able to provide funding in addition to AISI to bring Dr. Brokenleg in. Ten Action Research Projects were submitted by teachers that supported innovative teaching and

learning for students. The “Engaging Our Students” projects included initiatives such as, using geo-caching with students, creating an iPod app, research into effects on student learning when using Read and Write Gold software, engaging students by using IWBs in the classroom, using iPads and iPods in the classroom and exploration of FNMI culture. Teachers collaborated with their colleagues and took risks in trying new ideas with their students. (See Attached EOS application form.)

Over the course of the school year, our Division Learning Leadership team focused on refining our practices in instructional supervision. We deepened our understanding of teacher KSAs through consideration of what excellent teaching looks like in a 21st Century Classroom. 2011/2012 Our Professional Development Day keynote speaker, Dr. Bryan Kolb provided current and relevant research around the brain and learning. Numerous breakout sessions were offered by teachers from our own School Division. The sessions were well subscribed and received positive feedback from participants. This is a testament to the work that is occurring within our AISI project. Through professional collaboration and ongoing learning, our teachers are willing to share their successes and try new approaches to teaching and learning that in turn impact classroom practice and improve learning for students. (See attached Professional Development Day list of break out sessions.) Schools provided leadership and support for teachers developing technology fluency through hosting sessions on “Getting started with Twitter” http://www.holyspirit.ab.ca/st.mary/page.cfm?pgID=125 and “Meaningful Blogging with Students.” Students have been actively blogging with other students within the city and all over the world. This has led to class skypeing with others. ”http://www.holyspirit.ab.ca/st.mary/page.cfm?pgID=111 Students have started to build many of the competencies as outlined in the Framework for Student Learning. Student engagement is very high when they are collaborating and interacting in online spaces such as Skype, Kidblog, Destiny Quest, Edmodo, Voki, Glogster, Moodle, Twitter, etc. Students have become more globally aware of issues and diversity in other countries collaborating on units and team teaching allowed for more differentiation of instruction which will hopefully lead to students being more successful in their learning. Numerous schools decided to purchase iPads, iPods and other portable devices as they became available with the intent of engaging students more fully in their learning through the use of emerging technologies. One school-based AISI Lead teacher wrote: “Scheduling and the implementation of the Pyramid Response to Intervention (PRTI) program has worked very well. Both divisions are invested and see it as quality time. According to our benchmark assessments all the kids have shown improvement and students are excited to break out and do PRTI. Teachers are enthused with the results. YAY!!!!” Another school-based AISI Lead teacher commented: “The thing that worked best was the implementation of doable, quick assessments that showed improvement in our students learning.” Another school-based AISI Lead teacher stated: “This year, we gained considerable knowledge and resources through staff collaboration and sharing of best practices on our topic. This occurred through grade level discussions, inter-school class visits, a staff room bulletin board dedicated to the display of found strategies and resources, as well as through four minute, topical presentations by every teacher

http://www.holyspirit.ab.ca/st.mary/page.cfm?pgID=125

http://www.holyspirit.ab.ca/st.mary/page.cfm?pgID=111

during staff meetings. Also, teachers instigated routine reflection strategies where students reflected on what they had done, what they had learned, and how they felt about their progress.” The new Destiny Quest library system allowed students to develop new skills in regards to digital libraries. Many students were able to write online reviews about books they read. Increased attention is being given to listening to student voice. In one school, a “Join the Cloud” student visioning evening was held where findings from the Tell them From Me Survey were shared and deeper understandings were developed. In another school, rather than having parent-teacher interviews for all students early in the school year, a “Student Showcase” was held. Students initiated and shared their learning with parents and the community in an open house evening designed to celebrate student learning. Sixteen teachers attended various Daily Five conferences and provided leadership at grade level meetings for their peers. In an effort to better understand and integrate the Daily Five philosophy a large number of Grade 1-6 teachers visited one another’s classrooms. Conferences, travel, accommodation and substitute teacher costs were paid for through a combination of AISI funds, Teacher Professional Development funds and School Professional Development funds. What did not work well (challenges) 2009/2010 The Professional Learning Community (PLC) concept was more effective in some schools than in others. The intent was to place the focus on student learning and provide time for teachers to collaboratively develop supports for students. Although this worked well in some schools, there is still work to be done in the area of focus and precision during PLC meetings. With teachers involved in Professional Learning Communities, teachers are always aware of the need to plan effectively for student learning while they are away from their students. It can become labour intensive for teachers to ensure that students are learning and not just busy while they are away from the classroom. 2010/2011 Although most schools were able to encourage teachers to leave their classrooms with substitute teachers for larger conference attendance, enrolment was generally low in local workshops delivered through our SAPDC. In addition, teachers were not eager to access release time from their teaching to collaborate with peers and visit other classrooms. Teachers felt they were fully immersed in their own daily planning, teaching and assessment of students. They saw planning to be away from their classrooms as an additional burden. During year 3, we are trying to put additional supports in place to encourage teachers to take advantage of this opportunity, such as scheduling well in advance and helping teachers to form partnerships within their own schools and throughout the division. In a few schools, where prep time for AISI Lead teachers was reduced, leads decided to step away from the role. In most cases, school project leadership was assumed by the school administrative team. Responsibility for leading the project forward became the responsibility of all staff, which is actually a positive result.

2011/2012 AISI budget cuts forced some programs to be discontinued such as the Heart program and embedded time for Professional Learning Communities at many of our schools. When partial funding was reinstated part way through the school year, it was difficult to re-adjust schedules and plans that had been scaled down from the previous year. Although most of our schools have created an expectation for teachers to meet regularly in Professional Learning Communities, many were scheduled during lunch break, early morning and after school. Some schools are continuing to work on keeping PLCs collaborative and student focused. We are continuing to work on the culture shift from classroom teachers to school teachers. Covering all outcomes expected in the Program of Studies limited the ability of teachers to teach and learn in creative ways and try new approaches and strategies. The Canadian Achievement Test 4 (CAT4) was introduced in all Grade 1-9 classrooms in an effort to provide baseline data for the implementation of supports needed for students. In the first year of implementation, teachers struggled with the time needed to administer the test, the fit with our Alberta Program of Studies and the appropriateness of a multiple choice, group administered paper and pencil test for younger students. More work will need to occur to find appropriate measures for our younger students and to help teachers gain the skills to discern and apply the data to improve learning for students. We need to continue to explore and develop assessments that will do a better job of measuring higher level skills and 21st century competencies rather than just knowledge outcomes. What changes (if any) did you make to enhance the success of the project? (project adjustments) 2009/2010 As the year progressed and details of "Setting the Direction" became clearer, more schools gained interest in learning about the Pyramid Response to Intervention model. This will continue to grow and be refined during year 2 and 3 of this AISI Cycle. As Professional Learning Communities and Response to Intervention models were implemented, teachers began to see the need to explore and refine strategies for differentiating learning for students. Work has begun and will continue throughout Year 2 and 3 to implement differentiated instructional strategies in classrooms to better meet the needs of all learners. During Year 2 and 3 of this AISI project, less funding will be allocated towards staffing. Strong project leadership will continue to be supported through substitute teacher release time for Lead teachers. In turn, more funds will become available for all teachers to participate more fully in professional learning. This will include bringing in experts to the Division. More teachers will have increased opportunities to attend relevant professional development locally, provincially, nationally and internationally. Schools are also planning to purchase group sets of smaller more portable technologies such as iPods, iPads,GPS systems and classroom response systems to support student collaboration, innovation and engagement in their learning. From January to December 2010, Holy Spirit Catholic School Division has been provided with a unique opportunity to enhance teacher knowledge, skills and attributes as outlined in the Alberta Teaching

Quality Standard, in teaching our FNMI students through a collaborative project with the University of Lethbridge and Alberta Education. Our project, "Niitoohpookso'op - Relationships: Springboards to Learning for FNMI Students; Enhancing Teacher Capacity," is aimed at addressing the question: What are long-term strategies to enhance teacher capacity ... necessary to improve FNMI learning? The four KSAs identified are: understanding and appreciating Blackfoot culture, nurturing the relationships and making connections, integrating authentic resources and recognizing and responding to the needs. One component of this project has enabled Native American Studies intern teachers from the University of Lethbridge to partner with teachers in our schools and build ongoing relationships, understanding and access to authentic resources. Please refer to the FNMI attachment for a brief summary of this project. 2010/2011 With the decision to remove school staff from AISI funding, schools found they had increased funds to support professional learning for all teachers rather than the bulk of their funding going towards one person. Schools were able to support many more teachers to attend larger provincial, national and international conferences. Teachers attended Conferences such as RTI, ASCD annual conference, Instructional Integration Strategies, Reaching and Teaching, The Highly Engaged Classroom and Differentiated Instruction. In almost all cases, AISI funds were combined with teacher PD funds to cover the costs of attendance including registration, transportation, accommodation and sustenance, and substitute teacher costs. A renewed energy was seen among teachers who had not had such opportunities in the past.

2011/2012 AISI budget cuts forced some programs to be modified. The Heart program was changed to be leveled reading groups. Professional Learning Communities happened before school, during lunch breaks and after school. During this cycle of AISI, a conscious attempt was made to engage teachers and administrators in learning like 21st Century learners. Some examples include,

Embedding technology in meaningful ways through ongoing sharing of useful online and digital resources for students – LearnAlberta.ca. 2learn.ca, Discovery Education, Access Learning, Learn360, Reading A-Z Raz Kids to name a few

Collaboration & communication through the use of our Moodle site http://moodle.holyspirit.ab.ca/ , Grade Level Wiki http://lenaour.wikispaces.com/home School and Division Facebook pages https://www.facebook.com/pages/Holy-Spirit-Catholic-School-Division-Lethbridge-Area/116136991799341 Twitter http://twitter.com/HolySpiritCSD and Blogging for both staff and students, http://wordpress.holyspirit.ab.ca/

Promoting teacher autonomy through collaborative agenda and goal setting for meetings.

http://moodle.holyspirit.ab.ca/

http://lenaour.wikispaces.com/home

https://www.facebook.com/pages/Holy-Spirit-Catholic-School-Division-Lethbridge-Area/116136991799341


http://twitter.com/HolySpiritCSD

http://wordpress.holyspirit.ab.ca/

How have you shared project results/successes with teachers, trustees, parents, community, etc.? (sharing and celebration of successes) 2009/2010 2010/2011 We were featured in the Local newspaper with stories about our AISI Divisional PD Day and our 21st Century Technology Leadership program. Many schools provide ongoing AISI updates in their school newsletters:

Many schools provide ongoing AISI updates in their school newsletter:

*St. Francis School included ongoing updates about the revised program of studies for Mathematics with hyperlinks to online resources at the Alberta Education website.

*St. Mary's School included a monthly Math Challenge for students in their newsletter.(Attached)

* St. Patrick Fine Arts School included updates about their study of creativity. (Attached)

* St. Catherine School kept parents informed about their school goals and plans including AISI. (Attached)

* Father Leonard vanTighem School kept parents informed about the work being done by teachers in their Professional Learning Communities. (Attached)

*Ecole St. Mary School included articles on teacher Professional Learning and 21st Century Learning. (Attached)

Social Media is becoming a more prevalent route used by schools to share information with the community. A number of schools have created school Facebook pages and many administrators are beginning to share information through Twitter as well. 2011/2012

PLC to reassess multileveled groups

School Newsletters (See Attached)

An article describing our work on Creativity was published in CASA Magazine (See Attached)

Staff sharing of capacity building projects at school level http://gregmillerprincipal.com/2012/02/05/capacity-building-the-best-pd-period/

Teacher to teacher sharing at grade level sessions

Teacher to teacher sharing on division shared drive

Teacher led sessions at our Divisional Professional Development day

Sharing through Twitter http://twitter.com/HolySpiritCSD, Facebook https://www.facebook.com/pages/Holy-Spirit-Catholic-School-Division-Lethbridge-Area/116136991799341 You Tube http://www.youtube.com/user/HolySpiritSchools1?feature=mhee and blogs http://wordpress.holyspirit.ab.ca/

Ongoing AISI communication at schools through School Council updates

http://gregmillerprincipal.com/2012/02/05/capacity-building-the-best-pd-period/

http://twitter.com/HolySpiritCSD



http://www.youtube.com/user/HolySpiritSchools1?feature=mhee

http://wordpress.holyspirit.ab.ca/

Student creative work was published and celebrated in exhibits and performances. Some examples include Division 1 and 2 choir public performances, the Division 2 Art Club Art exhibition, Grade 6 variety show

A Division Wide celebration of music was held in October called Spirit Sings! Our community was treated to hearing the talents of students from Kindergarten to Grade 12 and gained a renewed understanding that Creativity and the Arts are alive and well in our schools.

Open house, student led interviews

AISI Conference presentation, “Teaching Strategies to Engage High School Students.” http://education.alberta.ca/teachers/aisi/videos/conference-showcase.aspx

Participation in “A Public Education” Video partnership: http://apubliceducation.ca/index.php/holy-spirit

St. Francis Junior School Leadership

Holy Spirit Sings

St. Mary’s Taber PRTI

FLVT Tech Integration

Holy Spirit FNMI Grant

Creation of a 21st Century Literacy Video: http://www.youtube.com/watch?v=HnLGwNGk14M&feature=plcp

Section D: 4. Sustainability and Integration

How will the project be sustained and/or integrated? 2009/2010 2010/2011 Our Professional Learning Communities have worked to research, implement and evaluate instructional strategies that are proven by the research to increase student learning and engagement for the 21st century learner. Teachers are becoming knowledgeable of and confident in using new strategies that are becoming part of their repertoire. The teachers will continue to pool their professional development knowledge beyond the term of this project. Teachers are engaged in professional development that is aimed at building deeper understandings and capacity. On a divisional level, this is accomplished through grade and/or subject level meetings scheduled throughout each school year. In addition, individual schools organize PD sessions and Professional Learning Community discussions based on their unique needs. This ongoing professional development is meaningful learning that will continue after this project ends. Change takes time, but as teachers are exposed to new ideas and given time and opportunity to talk, share and explore, they experiment with new ways of working with students and implement instructional strategies that engage students and improve student learning. 2011/2012 The Daily Five philosophy will continue to be developed and refined by teachers in Grade 1-6. This will continue to provide students with opportunities for autonomy and goal setting within their literacy learning. The Pyramid Response to Intervention model will be sustained due to the general belief and buy-in of our community that it is an effective way to intervene and meet the needs of our diverse learners. Inclusive education can be overwhelming to our teachers, and PRTI seems like a achievable way to meet

http://education.alberta.ca/teachers/aisi/videos/conference-showcase.aspx

http://apubliceducation.ca/index.php/holy-spirit

http://www.youtube.com/watch?v=HnLGwNGk14M&feature=plcp

those diverse needs. For those teachers who are struggling with differential instruction this is a way where they may feel successful due to the fact that it is a place where their students are successful. Creative process posters are displayed in classrooms and will remain there for cue and consideration of staff and students. Many of the strategies introduced to students this year are easily sustainable to shift from isolated project to enduring operation. This year’s current focus on student motivation and metacognition is an excellent position to extend and transition into the next cycle theme on student engagement. Teaching strategies and effective use of technology have been incorporated into practice.

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

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

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

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

Superintendent/CEO Approval

section a: aisi cycle 4 project proposal/plan section a1a ... · section a: aisi cycle 4 project...

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