2015-2018 Three-Year Colony Schools Education Plan

Three-Year Colony Schools Education Plan
                   2015-2018
                                         with

                     Multiyear PAT Results 2010-2015

.
Clearview’s School Division Statements:
                                                                                    Vision
                 Resilient, compassionate and active learners engaged in their communities.

                                                                                     Mission
        Learners will be inspired to develop growth mindsets and achieve excellence through
                                           collaborative and innovative learning experiences.

Clearview Colonies’ added belief
CONTENTS


 3                                                28
 Colony Schools Beliefs, Vision,                  Enrolments, School Council
 Mandate, Mission
                                                  29
 4-7                                              Accomplishment/Challenges,
 Divisional Goals, Provincial                     Colony Schools Goals
 initiatives

                                                          BOARD OF TRUSTEES
 7-8                                                           Mr. Ken Checkel
                                                              Mr. Dave Goodwin
                                                             Mrs. Yvette Cassidy
 SLA, Provincial Achievement Tests                            Miss Staci Gerlitz
                                                             Mrs. Karen Holloway
                                                               Mr. John Schofer


 9
                                                            Mrs. Cheri Neitz (Chair)



 PD 2015-2016 Colony Schools                                SUPERINTENDENT
                                                              Mr. Peter Barron



 10-27                                                   Deputy SUPERINTENDENT
                                                              Mrs. Brenda McDonald
Individual Colony Schools
Byemoor Colony School
                                                       SUPERINTENDENT OF FINANCE
Donalda Colony School                                           Mr. Peter Neale
Erskine Colony School
Gadsby Colony School
                                                           Clearview School Division
Lane’s Lake Colony School (Castor)                         5031 50 St., Box 1720
Lone Pine Colony School                                     Stettler, AB T0C 2L0
Star Ridge Colony School (Red Willow)                      Phone (403) 742-3331
Suncrest Colony School
Silver Spring Colony School (New Dec. 2015)          CLEARVIEW COLONY PRINCIPAL
                                                            MR. TIM CROKER




                                              2
COLONY SCHOOLS BELIEFS

      Our primary purpose is student learning, in keeping with the requirements and expectations of Alberta
       Learning, and respecting culture in the communities we serve.
      All students can learn, have fun and experience success.
      High learning expectations will challenge students to learn and achieve.
      Students need to experience a positive school environment where they feel safe and respected.
      Students have a responsibility to participate fully in the achievement of their educational success.
      Schools must be accountable to the school division, parents and the communities they serve.
      The goals of education are best achieved through collaboration between and amongst our many
       educational partners.
      Decision making and resource deployment should be focused as close to the point of impact as
       possible.
      Keeping abreast of the many changes occurring in education is critical to meeting the needs of the
       students we serve. To that end, professional development is a priority, and an expectation.
      Parents need to be informed and actively involved in their child’s education.
      Open, honest and frequent communication between parents and school is therefore a high priority.




                                                  VISION
Clearview Colony Schools will strive to provide the best possible educational opportunities for all students by:
      Providing quality programs delivered by highly trained, competent and dedicated professionals.
      Fostering safe and caring learning environments, characterized by an atmosphere of mutual trust and
       respect.
      Promoting high standards.
      Preparing students for a rapidly changing world, while respecting cultural beliefs .
      Encouraging all students to be the best they can be.
      The effective and efficient use of resources.
      Public & Colony accountability.




                 MANDATE                                                        MISSION


To provide quality educational opportunities for all
                                                            Clearview Colony Schools is a partnership of
students, consistent with the requirements of the
                                                            students, staff, parents and the community which
Province of Alberta.
                                                            seek to provide quality educational opportunities in
                                                            a positive and caring environment.



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5
Provincial Initiatives
All student in Alberta, inclusive from K-12, should work toward achieving the following
outcomes:
1) Engaged Thinkers, Ethical Citizens with an Entrepreneurial Spirit;
2) strive for engagement and personal excellence in their learning journey;
3) employ literacy and numeracy to construct and communicate meaning; and
4) discover, develop and apply competencies across subject and discipline areas for
learning, work and life to enable to:
   a) Know how to learn: gain knowledge, understanding or skills through experience,
       study, and interaction with others;
   b) Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
       knowledge;
   c) Identify and solve complex problems;
   d) Manage information: access, interpret, evaluate and use information effectively,
       efficiently, and ethically;
   e) Innovate: create, generate and apply new ideas or concepts;
   f) Create opportunities through play, imagination, reflection, negotiation, and
       competition, with an entrepreneurial spirit;
   g) Apply multiple literacies: reading, writing, mathematics, technology, languages,
       media, and personal finance;
   h) Demonstrate good communication skills and the ability to work cooperatively with
       others;
   i) Identify and apply career and life skills through personal growth and well- being.



Piloted Student Learning Assessments (SLA 2nd year) in fall of
2015 – Grades 3, undetermined for Grade 6 in the fall of 2016

Student assessments determine strategies for improvement


                                             6
Staff will work together to improve students results to where the student has shown weaknesses in
the assessments they have completed in the fall SLA provincial assessments.
Teachers will share best practices. It is undetermined as to how this test will be conducted or how
results will engage students in areas of weakness at this time. Some common strategies used this
year towards the writing of the new test are:


 Strategies for 2015-16                                        Strategies for 2015-16
 (Grades 3, 6)                                                 (Students currently in Grades 3-8)
 Emphasis on reading, understanding words,                     Understanding the deficiencies from the SLA written
 improving student resiliency with the English                 in grade 3, 6. Learning how to use this information
 language as it pertains to their everyday lives.              to create successes and help the students for the
                                                               other grades grow in the deficient area. Learn
                                                               understanding of how to identify weaknesses and
                                                               strengths.
 Teaching students to take ownership of their own              Address areas of particular student weaknesses that
 learning through resiliency strategies, various               resulted from the previous test written. Familiarize
 education assessment strategies                               students with enriched problem solving situations
                                                               that would be relevant to their Colony situation.
 Give more opportunity for a greater variety of                Make sure that each grade 3-8 student is successful
 writing assignments. Ensure all students understand           in the previous grades exam so that they know and
 how to set up and write a proper article. Maintain            understands how the writing should look for their
 reading grade level to build vocabulary skills, thus          grade level. Social competence is going to be a
 creating more attractive and grade appropriate                project over the next 3 years to improve the student
 stories.                                                      skills going forth into the work world on their
                                                               Colonies.


 Stay the course with Nelson Math program and                  Keep a file of all test material for students in grade
 supplement with basic math strategies that would              4, 5, 6 to go back and review main outcomes before
 provide real life examples for the student’s Colony           writing applicable test.
 lifestyle.
 Bring in prior tests to review materials needed for           Learn from successes and failures from past years
 understanding of the grade units relevant to that             and review weaknesses to enhance where it was
 year. Perhaps previous PAT’s exams can be used to             deficient previously.
 learn test relevant material for diagnostic purposes of
 areas that require strengthening.
 Bring all cycled grade 6 materials from previous
 years to have an overview of the content taken.
 Familiarize students with tests similar in style to
 what they might expect for the piloted SLA for more
 stress free and comfortable writing environment.




                                                           7
Students Achieve Academic Success


The Board believes that academic success is very important for students. Therefore, it is expected
that all teachers and students will do their best to achieve a common expectation that will be:
Acceptable Standard and/or Standard of Excellence on Provincial Achievement Tests in the Grades 6
PAT for 2015. The Grade 3 students will be piloting (2nd year) the provincial SLA assessment in
September/October of 2015.


Target: Colony students will participate in the provincial pilot for Student Learning
Assessments (SLA’s) for grade 3.


     General comments for the Grade 3 SLA’s

         Literacy and Numeracy, Clearview Colony Schools are able to successfully complete the
          assessment in an acceptable timeframe
         Clearview Colony Schools have shown competencies in these knowledge areas
         Clearview Colony students had shown to be acceptable to excellent in almost all cases
         Clearview Colony students showed resiliency with writing assessment with little to no
          previous background in many of the subject matter taken




Clearview Student: All Clearview Colony students (8 Colonies)
Provincial Group: All Hutterite Colonies students throughout Alberta
Province: All students writing test in Alberta



                                                                 Grade 6 2014 -15 results

Multiyear Report 2010-2015                               Provincial Achievement Tests for Clearview Colony Schools (8)

                                      2010-11                          2011-12                   2012-13                   2013-14                  2014-15
                           Clrvw           Prov.                  Clrvw     Prov.           Clrvw     Prov.           Clrvw     Prov.           Clrvw     Prov.
                           Student         Group         Prov.    Student   Group   Prov.   Student   Group   Prov.   Student   Group   Prov.   Student   Group   Prov.

Grade 6 English
% Acceptable Standard            82.4          77.2       83.0     73.3        77    82.7    92.3      75.8    82.5       85     75.5    81.9     100     80.4    82.8
% Standard of Excellence             5.9           5.1    18.5       6.7      7.8    17.8    19.2       9.9    16.3        0      7.9    17.6      6.7    10.6    19.5


Grade 6 Math
% Acceptable Standard            76.5          70.5       72.8     73.3      73.4    74.1    88.5      71.4    72.1       75     71.1    72.7    86.7     71.9    72.6
% Standard of Excellence         23.5              8.7    17.5         0       14    16.4    15.4        10    16.3        0        9    15.3        0       6    13.8


                                                                                      8
Grade 6 Social
% Acceptable Standard        52.9   47.8    71     60    50.1   73.2   73.1   53.5   72.7   40    49    70.4   66.7   43.6   69.6
% Standard of Excellence      5.9    3.9   18.5     0      8    19.5    3.8    6.6    19     0     6    16.6     0     4.4   18.7


Grade 6 Science
% Acceptable Standard        52.9   54.2   75.7   53.3    62    77.4   76.9    61    77.1   70   59.4   75.4   93.3   61.6    76
% Standard of Excellence       0     7.3   25.2     0     15    28.5   15.4   12.9   26.2    0   10.6   25.3    6.7   10.8   25.9




General comments for the Grade 6 PAT’s

         A higher emphasis is placed on English and Math as that is the request of the Colonies
         Four out of five years Clearview Colony students meet the target for Acceptable Standard in
          English and 2012/13 improved Excellence to higher than Hutterite Prov. average
         Clearview Colony students meet the Math target consistently, in fact are quite often above the
          Province results
         In all subjects for grade six the Standard of Excellence target is seldom met
         Social PAT’s were close to the AB prov. acceptable standard (Improvement)
         Small samples of students skew percentage data with either a few really good tests or a few
          poorer tests written by the students involved, this testing year proved well in all subjects
          except Social
         Overall improvement in all PATs for the 2014/15 school year




                           2015-2016 Colony Group PD Plan

Event                                      Explanation/Notes
Day 1-3 August 26-28 Project               Teachers are being trained with PBL or GAFE
Based Learning, GAFE training

Day 4 August 31                            All Colony teachers gather at Lone Pine Colony to decide /pick up
School hosted – Lone Pine                  resources for Social Studies for upcoming year. Other resources
Colony                                     are also shared between Colonies at this time.

Day 5 September 1 School-                  Organizational day at teachers school
hosted
Day 6 September 21 Divisional-             Divisional PD day for all Clearview staff
hosted Stettler Complex
Day 7 October 26                           Meeting/PD 9:00- 3:00 at Byemoor School with training on GAFE,
Small Schools PD Day – Byemoor             collaborating with PBL projects

                                                                9
School
Day January 6 (Epiphany)          All Colony teachers will be working at schools or at their home
Hutterite Religious holiday       respecting the Hutterite cultural holiday.
Day 8 November 10 (½ day)         Meeting 1:00 – 3:30 at Stettler Complex – collaborating together to
Colony Teachers Meeting /PD –     mark SLAs, staff meeting to follow
Stettler Complex
Day 9 January 29 Stettler         Meeting 9:00-3:30. PD with David Teasdale – Collaborating with
Complex                           PBL projects, PGP sharing
Day 10 February 16 TBA -hosted    Small Schools teachers share in PD with refresher on PBL with
                                  Charity
Day 11-12 March 10-11             Annual teacher’s convention held at the Shaw in Edmonton
Edmonton
Day 12 April 25 Division-hosted   Divisional PD day held in Stettler Complex
Stettler Complex
Day 13 May 20 Hutterite           Hutterite teachers sharing day with invites to divisions with
Sharing Conference -Stettler      Colonies around Clearview area (Battle River, Wolf Creek,
Complex                           Prairieland)
Day 14-15 June 29,30 School-      Organizational days to take care of any matters ending the school
hosted                            year/prepare for 2016-17
Days May 5,16, 17 (Ascension,     All Colony teachers will be working at schools or at their home
Pentecost) Hutterite Religious    respecting the Hutterite cultural holidays.
holidays




                                                  10
Colony Principal: Mr. Tim Croker


                     Byemoor Colony School Profile
              Teacher: Jenelle Hassett, Jenifer Knowles TA: Theresa Christie

      Byemoor Colony School began in 1985. The school building has one large classroom, one
very small classroom, a small office, library, and storage room. The school is used for both German
and English school. In 2015 the full time teacher returned to a 0.8 position after being off on a
maternity/parental leave for a year. Staffing is currently one 0.8 teacher (Monday-Thursday), one 0.2
teacher (Fridays), and a 0.6 time educational assistant (Monday-Thursday).

Our School Focus
      At Byemoor Colony School, we continue to focus on improving literacy and numeracy scores
by meeting the program outcomes. Measuring this achievement also continues to be a challenge. We
have come to believe that a Colony teacher’s professional judgment and collaborative reflection with
regular anecdotal input from Colony leaders and parents is the best way to measure achievement of
program outcomes.



                                                 11
In students’ first years of school we will continue to use the program Animated Literacy to
develop a strong sense of the English language. We will also use the Math Focus program along with
other enriched programs that allow these young students to learn through building, creating and
exploring math concepts. Using these enriched programs our hope is to develop the building blocks
for the rest of the school years to come. We also focus on meeting the diverse needs of each
individual in the classroom. Due to our unique situation with a multi-grade school, we continue to
meet students’ individual needs by placing them in appropriate groups in all subjects. Students are
grouped according to their needs as an individual regardless of their grade level.

        This year the Alberta government is running a 2nd pilot for the Student Learning Assessment
(SLAs) for all grade 3 students in Alberta. This test is written in September for both numeracy and
literacy. This test will help us measure students on an individual level where we can then focus on
each student’s individual strengths and weaknesses. I believe this tool may be beneficial in a colony
setting school where we are already placing students where we feel they will succeed the best not by
their grade level.

       During the 2014-2015 school year our division took on a Professional Development, Project
Based Learning (PBL). During the 2015-2016 school year we are going to spend time as a school to
put this into action. Our school is going to do an activity where we will learn about other colonies in
the world. We will connect with other colonies through letter writing to learn more about their
colony. We will then graph this information along with mapping where in the world our letters went.
From this information we will compare other colonies in the world with ours.

       For character education, we plan to continue to focus on “Resiliency – social competence”.
Teaching resiliency will help our colony students develop into mature and responsible colony
members and competent members of society. During their younger years especially, students must
be provided with an environment that helps them to develop the strong foundations necessary to
respond positively to the challenges life will present them. In addition we plan to investigate
strategies to increase student character competence and then implement them in our schools.

      When students finish school at the age of fifteen it is our hope that they have the essential
knowledge and skills to be a great asset to their Colony.

Byemoor Colony School will continue to provide a safe, caring, and supportive environment for all
students. Focusing on the topics stated above our school staff hopes to form the necessary
foundation to help these students to become lifelong learners in the years to come.




                       Donalda Colony School Profile
                              Teacher: Susan Guba TA: Bev Salmon


Donalda Colony School started in 1978.             Renovations were completed in 2003 adding a
second story to the standalone school building. On the top floor there is one large classroom that is
also used for German school, a long narrow storage room, and a small staff room / office area. On
the bottom floor there is large classroom, a very small classroom, and a library. In April of 2015 the
colony split to Wavy Lake which is in the Battle River School Division. As a result of the split the
student population at Donalda Colony School decreased to 12. The staff consists of one full time
teacher and one part time aide (2 days per week). The student population for 2015/2016 school
year is at 11.
                                                   12
Focus Areas in Donalda Colony School 2015-2016
1. Student Learning Achievement

Achievement of program outcomes remains our primary goal and challenge. Measuring this
achievement also continues to be a challenge. We have come to believe that colony teacher
professional judgment and collaborative reflection with regular anecdotal input from colony leaders
and parents is the best way to measure achievement of program outcomes.

We continue to strive to improve instruction so that students are adequately prepared to function in
a rapidly changing society while at the same time respecting the unique Hutterite cultural heritage
and the restrictions on methods of instruction and resources imposed by colony elders. We make
every effort to try to make colony leaders and parents aware of changing trends in education and we
continue to lobby them to allow the use of instructional tools and resources including technology
which will improve student learning without adversely affecting Hutterite culture.

2. Meeting Student Needs

Due to our unique situation with a multi-grade school, we continue to meet students’ individual
needs by placing them in appropriate groups in all subjects. Our spelling program called “Words
Their Way” groups students with others of similar needs regardless of their grade level.

3. Priority Areas for Achievement

Colony teachers collaboratively plan and develop multi-graded cross-curricular units of study. This
year we are focusing on collaborating with other colony teachers to create a project (PBL) to enhance
student learning. In 2010 we focused on implementing a nesting box program which we continue to
monitor every year.

4. Students Resilient for Life

Donalda Colony School will continue to provide safe, caring, and supportive environments for all
students. Students will develop the skills, knowledge, and understandings needed to deal positively
with adversity. Students will also gain knowledge and understanding of safety issues in the colony
environment through regular instructional practices and innovative programming available from
other community resources such as the Farm Safety Program and the ATCO Electrical Safety
Program. Students will understand, internalize and act upon the important components of a healthy
life style.

5. Staff Prepared for Successful Student Learning

Since the implementation of the new GAFE (Google Apps for Education) program, teachers must
learn how to utilize this new program to not only help students enhance their learning but also to
manage their own accounts on a daily basis. This training will be ongoing throughout the school
year and beyond.




                                                    13
Erskine Colony School Profile
                           Teacher: Joan Grover TA: Darlene Philpot

Erskine Colony started in 1978. The school has one large classroom, one small classroom / storage
area, and a large staff room / office / storage room. The school classroom is not normally used for
German school. The enrollment of the school has dropped dramatically the last few years with the
current enrollment at 7.

Erskine Colony School has experienced declining enrollment. The challenge is to continue to
provide quality education for all students at all levels when the teaching staff has been reduced to
one teacher with a teacher’s assistant employed two mornings a week.

Erskine Colony staff will continue to focus on improving reading and writing skills. Emphasis will
also be placed on basic math skills. The students at this school are currently at least one year below
grade level in these disciplines however improvement in these subjects has been noted.

Strategies for Language Learning will include continuing with the structured reading program as
implemented in the past two years. Students have to date made gains in reading levels as indicated
by Gates Reading Tests. The younger students will be engaged in Animated Literacy, a
comprehensive writing program and emphasis on reading for enjoyment. The younger students will
also be provided with individual reading lessons by reading leveled books orally to the teacher daily.

We provide safe, caring, and supportive environments for all students in which they can develop the
skills, knowledge, and understandings needed to deal positively with adversity and to have the
resiliency necessary to cope with the many challenges that life will present them. We determinedly
continue to build students’ capacities to make the right decisions and to address stressful situations
in a positive manner. We purposely develop student capacity to respond positively to negative
situations. We continue to help students learn the importance of caring for and respecting others.
We strive to ensure all students are treated fairly at school.



Focus Areas at Erskine Colony

Erskine Colony School continues to work towards educating their students to be active, contributing
members of their Colony, and to recognizing their place in the Alberta society. Emphasis is placed
upon acquiring the basic skills necessary for their future endeavors, as well as learning problem
solving and critical thinking skills. The ability to work cooperatively and collaboratively is
emphasized, along with the skills of asking good questions and being able to explain your ideas and
points of view. Recognition of differing perspectives and the need to respect such, even if you don’t
agree, is also discussed and modeled. Students are encouraged to strive for life-long learning.

The collective good is a key component of Colony life. Students are encouraged to recognize the
need to care for each other and to respect each other. Many members will spend their whole life in
close contact with the colleagues they attend school with, so the need to develop close bonds and to
learn to get along with and work together with each other is emphasized. Healthy lifestyle choices
are discussed and health services come in to look after immunizations and to screen the children’s
dental health. Physical activity is encouraged for a healthy body, as is reading for a healthy mind.

Parents are encouraged to support their children in their studies, and input from Colony elders and
the German teacher is always given careful consideration.

                                                  14
During the 2014-2015 school year, our division took on professional development called Project
Based Learning (PBL). For the 2015-2016 school year, we are going to spend time as a school to put
this into action. Our school is going to do an activity where we will learn about other Colonies. We
will connect with other colonies through letter writing to learn more about their colony. We will then
graph this information along with mapping where in the world our letters went. From this
information we will compare other colonies in the world with ours.

Although colony teachers will continue to review research on external standardized testing
instruments, we have come to believe that Colony teacher professional judgment and collaborative
reflection with regular anecdotal input from a variety of sources, including Colony leaders and
parents, is the best way to measure achievement of program outcomes.

Our plan to address this includes strategies of support with resources, guidance, and professional
development to ensure the appropriate implementation and integration of curriculum changes. As
well, we continued to try to make colony leaders and parents aware of changing trends in education
and we continue to lobby them to allow the use of instructional tools and resources including
technology which will improve student learning without adversely affecting Hutterite culture.

Timely and appropriate identification of students who have mild and moderate learning disabilities
and development of accommodations for learning improvement continued to be an area of focus.

For character education, we plan to continue to focus on “Resiliency – social competence”. Teaching
resiliency will help our colony students develop into mature and responsible colony members and
competent members of society. During their younger years especially, students must be provided
with an environment that helps them to develop the strong foundations necessary to respond
positively to the challenges life will present them. In addition we plan to investigate strategies to
increase student character competence and then implement them in our schools. We provide safe,
caring, and supportive environments for all students in which they can develop the skills,
knowledge, and understandings needed to deal positively with adversity and to have the resiliency
necessary to cope with the many challenges that life will present them. We determinedly continue to
build students’ capacities to make the right decisions and to address stressful situations in a
positive manner. We purposely develop student capacity to respond positively to negative situations.
We continue to help students learn the importance of caring for and respecting others. We strive to
ensure all students are treated fairly at school.


Clearview Colony schools will continue to provide safe, caring, and supportive environments for all
students. Students will develop the skills, knowledge, and understandings needed to deal positively
with adversity. Students will also gain knowledge and understanding of safety issues in the Colony
environment through regular instructional practices and innovative programming available from
other community resources such as the Farm Safety Program, ATCO Electrical Safety Program, and
CAPS (Classroom Agriculture Program). Students will also be involved in the Alberta Milk Producers
Club Moo Program which promotes the healthy benefits of drinking milk.


                      Gadsby Colony School Profile
       Teacher: Mary Morin, Jennifer Knowles            TA’s: Nancy Chick, Sandy Nichols


Gadsby Colony School started in 1987. During the summer and fall of 2009, the colony carried out
a major renovation of the school building. Now there are 2 large classrooms, 2 smaller
breakout/storage rooms, and new washrooms on the main floor. In the basement area there is
                                                  15
another room for English school use and a German School classroom and storage room.
Professional teaching staff is 1 FTE, which is quite a challenge with 33 students. Enrolment numbers
are expected to increase slightly in the next 3 years, but a split may happen during this time.
Jennifer Knowles took over Gadsby Colony School October 1 as the previous teacher was involved in
an accident leaving her on a medical leave for an unspecified time.

Focus Areas in Colony Schools 2015-2016
1. Student Learning Achievement

Achievement of program outcomes remains Gadsby Colony Schools’ primary goal and challenge.
Measuring this achievement also continues to be a challenge.

As Gadsby Colony teacher, I have come to believe that Colony teacher professional judgment and
collaborative reflection with regular anecdotal input from Colony leaders and parents, is the best
way to measure achievement of program outcomes.

Implementation of new curriculum in general continues to become increasingly difficult as it
becomes more closely aligned with technology outcomes, which the Colony has steered away from.
As colony teachers, we continue to strive to improve instruction so that students are adequately
prepared to function in a rapidly changing society while at the same time respecting the unique
Hutterite cultural heritage and the restrictions on methods of instruction and resources imposed by
Colony elders.

2. Meeting Student Needs

Timely and appropriate identification of students who have mild and moderate learning disabilities
and development of accommodations for learning improvement continued to be an area of focus.
Through adjusting student IPP’s for greater inclusion in the regular classroom we are attempting to
meet all our student needs by identifying and attempting to create IPP’s for more mild and moderate
special needs children than in past years.

3. Priority Areas for Achievement

Significant progress continues in many areas (professional growth, instructional improvement,
program development). Assessment of and for student learning has been a major focus for our
school. Through a process of professional collaboration during colony teacher PD days, and
through individual practice and self-reflection, I have continued to make progress in changing
assessment practices in our school. Gadsby Colony School has made improvements and significant
changes to our report cards. We continue with this process as we try and respond to parent and
student feedback. SLAs will provide information for what students require for their learning needs
and will help guide students above and below this grade level. This will be included in the overall
view of reporting to parents and students.

4. Increased Emphasis on Personal and Social Development (character education)

A lot of evidence exists which clearly indicates that focusing on academics alone is not enough to
help our colony students develop into mature and responsible colony members and members of
society. During their younger years especially, students must be provided with an environment that
helps them to develop the strong foundations necessary to respond positively to the challenges life
will present them.


                                                 16
We know that students’ understanding, practice, and recognition of socially desirable behaviors are
directly affected by their perception that those behaviors are valued and modeled by the adults
around them. We also know that creating environments in which appropriate behaviors are
consciously modeled and reinforced by adults is very important. Creating such an environment
involves colony teachers and teacher assistants in intensive examinations of their policies,
procedures, and practices to ensure they are consistent with the environment they wish to create.
Part of our professional development and meeting time each school year is devoted to this.

Gadsby Colony School teachers will continue to provide a safe, caring, and supportive environment
for all students. We will continue to help students develop the skills, knowledge, and understandings
needed to deal positively with adversity. Students will also gain knowledge and understanding of
safety issues in the colony environment through regular instructional practices and innovative
programming available from other community resources such as the Farm Safety Program and the
ATCO Electrical Safety Program. Students will understand, internalize and act upon the important
components of a healthy life style.
Gadsby Colony Teachers are stressing the “zero tolerance” for bullying over the next 3 years.
Bullying is an on-going problem with the older students bullying the younger students. The teachers
are emphasizing to the students the importance of reporting bullying behavior and how to protect
themselves if they are in a bullying situation. The teachers are concerned with the student’s attitude
that bullying is just a part of life and just something they have to deal with. The teachers will also be
concentrating on preventative measures regarding bullying over the next 3 years, and hope to
observe a positive reaction from the students and community.

5. Improved Student Participation and Performance in Mathematics

Gadsby Colony teachers share the opinions of our colony parents that mathematics is one of the
most important areas of instruction in our colony school. Implementation of the new Math
curriculum has proven to be very difficult in multi-graded colony school classrooms we endeavor to
find teaching and learning strategies to improve student learning.

Over the next three years Gadsby Colony teachers will continue to develop deeper understandings
and skills in the area of instructional strategies and assessment through our ongoing work as part of
a professional learning community. In addition we plan to investigate strategies to increase student
engagement and then implement them in our school.


   (ii) Goal One: Success for Every Student

Outcome: Students demonstrate proficiency in literacy and numeracy
                Students demonstrate high standards in learner outcomes

                   Strategies
                    General
                   Use formative assessment strategies developed in the preceding years to help
                   improve student learning
                   Attempt to incorporate a wider variety of instructional strategies to increase
                   student engagement

                   Assessment
                   Continue to provide more effective feedback to students and parents –such as
                   making adjustments to the new report card that was created last year.
                   Actively involve students in their own learning to increase engagement.
                   Reflect on and adjust teaching to take account of the results of assessment
                                                   17
Recognize the profound influence assessment has on the motivation and self-
                  esteem of students
                  Enable students to assess themselves and help them understand how to improve

Outcome: Students achieve educational outcomes
           Students with at risk factors have their needs addressed through timely and effective
             programs and supports
           Students are well prepared for lifelong learning in their colony environment

               Comments
               Possible at risk students were tested during the school year based on the
               recommendation of their colony teacher. Mild and moderate special needs students
               were identified and Individualized Program Plans were developed for these students.

Outcome: Students are prepared for the 21st century
           Students model the characteristics of active citizenship in the colony environment
           Students are well prepared for work in a colony setting


  (iii) Goal Two: Transformed Education through Collaboration

Outcome: Students have access to programming and supports to enable their learning

               Strategies
               Continue to ensure an appropriate combination of certified teachers and
               teacher assistants for Gadsby Colony School to meet the needs of all of the
               students
               Continue to integrate Character Education into our regular programming.
               Continue and improve behaviour reward programs in our school

               Comments
               Gadsby Colony teachers are impressed with the positive feedback from students and
               parents regarding the “Words Their Way” spelling program and plan on continuing
               this program with the younger students over the next 3 years. We discovered that
               the older students had a hard time transitioning into this program and since they
               only have a year or two of schooling left, we decided to focus on basic spelling rules
               and workbooks. Implementing the 7 Habits of a Highly Effective Person training
               should help with our ongoing character education.


General Comments
Last year, Gadsby Colony School implemented a new program into the Language Arts program for
students in grade 4 and up, called “Structured Style and Writing”. In 2015/16, I plan on continuing
with this program. Another teacher at a colony school has experienced amazing results with this
program to increase the student’s vocabulary and creative writing skills. I also hope to observe a
great improvement in the student’s overall writing skills over the next 3 years.

All Clearview teaching staff has undergone a PD development called Project-based-learning (PBL). I
along with all my colleagues will be creating a PBL project for our students gain understanding and
have some fun with learning. We will learn together how this strategy can be a useful tool for our
everyday learning.


                                                 18
Lone Pine Colony School Profile
                           Teacher: Ken Hoekstra        TA: Jeanne Dyck

Lone Pine Colony School started in 1999. The school has one large classroom, one small classroom
/ storage area, and a large staff room / office / storage room. The school classroom is not normally
used for German school. The basement can be used for phys. ed. activities during the winter
months and it was given a beautiful upgrade over the summer, including padded floors and sealed
walls (used to be all concrete). There were also upgrades to the heating system in the 2 classrooms.

Teacher assistant time has remained at 4 days/week for the 2015/16 school year. Teacher
preparation time was reduced for the 2015/16 year and this continues to be a challenge. Enrolment
climbed in 2014/2015 to 15 students, but dropped to 14 for the 2015/16 year; next it will begin a
climb to 18 in 2017, 20 in 2018, and 22 in 2020.

Focus Areas in Clearview Three-Year Plan

Clearview Public Schools continues serious pursuit of successfully achieving our mandate of “the
highest quality learning experience for all students”.

1. Students Engaged in Learning
We value our students as curious, active learners, who have individual interests, abilities and needs.
We support all learners to become increasingly self-directed and successful, taking ownership for
their learning— being self-reliant, intrinsically motivated and personally responsible. We encourage
students to take intellectual risks, to ask questions, and to pose solutions to real life problems. We
understand all students require sound, transferable understandings to function in our rapidly
changing civil democratic society. These understandings are effectively developed when learners
encounter a variety of learning experiences in a variety of ways. We consider the students’ diverse
learning styles, cultural backgrounds and developmental stages. We ensure strong literacy and
numeracy skills support the achievement of the broader educational outcomes throughout the
grades with the goal of high school completion for all students. We continually work to improve our
standards of acceptability and excellence at all grade levels through effective assessment practices
and implementation of new curricula. Our three-year plan includes strategies supported by sufficient
resources, guidance, and professional development to ensure proper implementation and
integration of curricula and initiatives within the system. We continue to involve parents and
community members to engage our “21st Century learner”. This year we plan on implementing
Project-Based-Learning as one of the strategies to help improve our learning.

2. Students Resilient for Life
We provide safe, caring, and supportive environments for all students in which they can develop the
skills, knowledge, and understandings needed to deal positively with adversity and to have the
resiliency necessary to cope with the many challenges that life will present them. We determinedly
continue to build students’ capacities to make the right decisions and to address stressful situations
in a positive manner. We purposely develop student capacity to respond positively to negative
situations. We diligently work to ensure students will understand, internalize, and act upon the
importance of the components of a healthy lifestyle. We continue to help students learn the
importance of caring for and respecting others. We strive to ensure all students are treated fairly at
school.

3. Staff Prepared for Successful Student Learning
We demonstrate openness to new and innovative ideas, leadership and collaboration. We continue to
be a vibrant professional learning community providing rich learning opportunities reflecting the
foundation of new curricula and current learning and brain research. We devote significant attention
                                                  19
to developing active learning activities for students and to providing effective feedback using
balanced assessment strategies. We support accessible classrooms where students engage in
appropriately differentiated tasks supported by a variety of learning strategies and media-rich
quality resources.

4. Parents and Community Assured Students are Prepared for the 21st Century
We strive to assure our parents and community that our students are receiving quality basic
education. We remain responsive to providing opportunities for students to receive a broad program
of studies, including fine arts, career, technology and health and physical education. We encourage
parental involvement in decisions about their children’s education.

Focus Areas at Lone Pine 2015-2016

Lone Pine Colony School continues to work towards educating their students to be active,
contributing members of their colony, and to recognizing their place in the Alberta society.
Emphasis is placed upon acquiring the basic skills necessary for their future endeavors, as well as
learning problem solving and critical thinking skills. The ability to work cooperatively and
collaboratively is emphasized, along with the skills of asking good questions and being able to
explain your ideas and points of view. Recognition of differing perspectives and the need to respect
such, even if you don’t agree, is also discussed and modeled. Students are encouraged to strive for
life-long learning.

The collective good is a key component of colony life. Students are encouraged to recognize the
need to care for each other and to respect each other. Many members will spend their whole life in
close contact with the colleagues they attend school with, so the need to develop close bonds and to
learn to get along with and work together with each other is emphasized. Healthy lifestyle choices
are discussed and health services come in to look after immunizations and to screen the children’s
dental health. Safety presentations are also delivered to encourage safe working habits both at
school and throughout the Colony. Physical activity is encouraged for a healthy body, as is reading
for a healthy mind.

Parents are encouraged to support their children in their studies, and input from colony elders and
the German teacher is always given careful consideration.




          Lane’s Lake Colony School (Castor) Profile
                     Teacher: Tim Croker, Lori Zitaruk TA’s: Laurie-Ann Erion
.
Lanes Lake Colony School (Castor colony) has been in operation since 1965. A new school building
was built in 2002. The school has one large classroom, one small classroom / storage area, and a
staff room / office / storage room. The school classroom is not normally used for German school.
Castor Colony is presently in the late stages of building a new colony (Silver Spring) a short distance
away from the existing colony. Teacher assistant time is presently at 1.0 FTE. The school operates
with 1.4 teacher FTE, but the Colony is expected to split in December changing all staffing
scenarios. Because the new colony is still within Clearview School Division, the staff and students
(according to the Hutterite split), will be divided between two schools when the colony splits. This
school will continue to incorporate grades 1-8 ESL students.



                                                  20
Focus Areas in Clearview Three-Year Plan

We began the implementation of the Ministerial Order from June of 2013, but there were no
significant changes as our classroom was previously engaged already in this manner. The Clearview
School Division has put the Curriculum Redesign on hold along with the rest of the Province. We
value our students as curious, active learners, who have individual interests, abilities and needs. We
support all learners to become increasingly self-directed and successful students, taking ownership
for their learning— being self-reliant, intrinsically motivated and personally responsible. We
encourage students to take intellectual risks, to ask questions, and to pose solutions to real life
problems. We understand all students require sound, transferable understandings. We continually
work to improve our standards of acceptability and excellence at all grade levels through effective
assessment practices.
We provide safe, caring, and supportive environments for all students in which they can develop the
skills, knowledge, and understandings needed to deal positively with adversity and to have the
resiliency necessary to cope with the many challenges that life will present them. We determinedly
continue to build students’ capacities to make the right decisions and to address stressful situations
in a positive manner. We purposely develop student capacity to respond positively to negative
situations. We continue to help students learn the importance of caring for and respecting others.
We strive to ensure all students are treated fairly at school.
We have been working on Project-based-learning and are completing a second project toward this
type of student learning. Also, the staff has been focused on learning the GAFE system to help us in
the future with our computer skills and needs.


Focus Areas in Colony Schools 2015-2016

Although colony teachers will continue to review research on external standardized testing
instruments, we have come to believe that colony teacher professional judgment and collaborative
reflection with regular anecdotal input from a variety of sources, including colony leaders and
parents, is the best way to measure achievement of program outcomes. We are starting the 2nd pilot
of the SLA in September of 2015 and look to gain student knowledge from this assessment.

Our plan to address SLA’s will be with strategies of support for students, use resources, guidance,
and professional development to ensure the appropriate implementation and integration of change
happens in assessment and curriculum focus. As well, we continue to try to keep colony leaders and
parents aware of changing trends in education and continue to lobby them to allow the use of
instructional tools and resources, including technology, which will improve student learning without
adversely affecting Hutterite culture. Another strategy we will be implementing to help in this focus
is PBL. We have been working on Project-based-learning and are completing a second project toward
this type of student learning. Also, the staff has been focused on learning the GAFE system to help
us in the future with our computer skills and needs

Timely and appropriate identification of students who have mild and moderate learning disabilities
and development of accommodations for learning improvement continued to be an area of focus.

Assessment of and for student learning has been a major focus for colony schools. Through a
process of professional learning opportunities (ie.: attendance at Alberta Assessment Consortium
and Leading and Learning conferences), professional collaboration during colony teacher PD days,
and through individual practice and self-reflection, we have continued to make progress in changing
assessment practices our colony school.

Character Education is very important to Colony members. An AISI initiative that had been cancelled
in 2012-2013 year, continues to be a focus for us. Using the strategy of “Resiliency – social
                                                  21
competence”, Colony teachers collaboratively plan and develop multi-graded cross-curricular units
of study appropriate for the students. A lot of evidence exists which clearly indicates that focusing
on academics alone is not enough to help our colony students develop into mature and responsible
colony members and competent members of society. During their younger years especially,
students must be provided with an environment that helps them to develop the strong foundations
necessary to respond positively to the challenges life will present them. In addition we plan to
investigate strategies to increase student competence and then implement them in our schools.

Clearview colony schools will continue to provide safe, caring, and supportive environments for all
students. Students will develop the skills, knowledge, and understandings needed to deal positively
with adversity. Students will also gain knowledge and understanding of safety issues in the colony
environment through regular instructional practices and innovative programming available from
other community resources such as the Farm Safety Program and the ATCO Electrical Safety
Program.

Colony teachers share the opinions of colony parents that Language and Mathematics are the most
important areas of instruction in school for Hutterite children. Implementation of the new Math
curriculum (resource - Nelson Focus) has proven to be very difficult in multi-graded colony school
classrooms. Therefore, additional resources will be added to the math program to enhance the
student real-life application with the math curriculum.




       Star Ridge Colony School (Red Willow) Profile
                             Teacher: Leisha Brown TA: Linda Haner

Star Ridge Colony School (Red Willow colony) is the oldest colony school in the jurisdiction and has
operated in several different colony facilities since 1949. A large new standalone school building
was constructed in 1994. The building has one very large classroom, one large storage room, one
small storage room, and a large German school classroom which is regularly used for “English”
school as well. This school has operated an ECS program for many years. Red Willow colony split in
the summer of 2008 which has resulted in an extremely low student population. Professional staff
was reduced to 1.0 FTE In 2009/2010 and remains at that level. Teacher assistant time is 3 days a
week.. There is 4 ECS mild and moderate special needs students on Individual Program Plans for the
2015/2016 school year. Enrolment is projected to increase slightly over the next 3 years. This year
we have 16 kids enrolled in school. Current teacher has been at the school for 10 years

Focus Areas in Colony Three-Year Plan.

Clearview Colony Schools continues its serious pursuit of successfully achieving our mandate of “the
highest quality learning experience for all students”.

1. Students Engaged in Learning
We value our students as curious, active learners, who have individual interests, abilities and needs.
We support all learners to become increasingly self-directed and successful, taking ownership for
their learning— being self-reliant, motivated and personally responsible. We continually work to
improve our standards of acceptability and excellence at all grade levels through effective
assessment practices and implementation of new curricula. Our three-year plan includes strategies
supported by sufficient resources, guidance, and professional development to ensure proper
implementation and integration of curricula. We continue to involve parents and community
members to engage our “21st Century learners”.
                                                  22
2. Students Resilient for Life
We provide safe, caring, and supportive environments for all students in which they can develop the
skills, knowledge, and understandings needed to deal positively with adversity and to have the
resiliency necessary to cope with the many challenges that life will present them. We purposely
develop student capacity to respond positively to negative situations. We diligently work to ensure
students will understand, internalize, and act upon the importance of a healthy lifestyle.

3. Staff Prepared for Successful Student Learning
We continue to be a vibrant professional learning community providing rich learning opportunities.
We devote significant attention to developing active learning activities for students and to providing
effective feedback. This year we plan on implementing a new strategy called Project-Based-Learning.
The school children will all be involved in learning, along with their teacher, this creative tool for
learning.

4. Parents and Community work together to assure students are prepared for the 21st century. Even
though Hutterite children do not use technology within their learning, they are actively learning
through many strategies and programs to ensure up to date outcomes for all of their curricula.
We strive to assure our parents and community that our students are receiving quality basic
education.

Focus Areas in Star Ridge School 2015-2016

1. Student Learning Achievement

Achievement of program outcomes remains the colony schools’ primary goal and challenge.
Measuring this achievement also continues to be a challenge. We are piloting (2nd year) the provincial
assessment for grade 3 this fall called the SLA. This should allow for better understanding of
student successes and difficulties.

Implementation of new curriculum in general continues to become increasingly difficult as it
becomes more aligned with achieving technology outcomes. As well, changing assessment practices
has proven more difficult without teacher access to technology at the school. I continue to strive to
improve instruction so that students are adequately prepared to function in a rapidly changing
society while at the same time respecting the unique Hutterite cultural heritage and the restrictions
on methods of instruction and resources imposed by colony elders.

We continue to try to make colony leaders and parents aware of changing trends in education and
we continue to lobby them to allow the use of instructional tools and resources including technology
which will improve student learning without adversely affecting Hutterite culture.

It is becoming increasingly obvious that the refusal of colony leaders to allow students the
increasingly rich resources and tools available through the use of technology, will have serious
limiting effects on student learning.

2. Priority Areas for Achievement

Significant progress continues in many areas (professional growth, instructional improvement,
program development). Assessment of and for student learning has been a major focus for colony
schools. Through a process of professional learning opportunities (Leading and Learning
conferences), professional collaboration during colony teacher PD days, and through individual
practice and self-reflection,
        To enable teachers to effectively use the Speech and Language resource for Grade 1 students,
additional reading resources were researched and purchased. We continue to work through the
                                                  23
lessons provided and adapted with these books to improve student language. We have taken on a
new spelling program, Words There Way. Some new strategies from SMART learning are being
implemented in our reading/writing program to really gain knowledge of a story, as well as
prediction skills. The class will be doing a PBL project during the year to add another effective tool
to help with our learning.

4. Increased Emphasis on Personal and Social Development

A lot of evidence exists which clearly indicates that focusing on academics alone is not enough to
help our colony students develop into mature and responsible colony members and members of
society. During their younger years especially, students must be provided with an environment that
helps them to develop the strong foundations necessary to respond positively to the challenges life
will present them. While we appreciate the important role played by the colony kindergarten and
German school in the character development of students, we also realize that the teachers and
teacher assistants in “English” school have a responsibility in this regard as well.

We know that students’ understanding, practice, and recognition of socially desirable behaviors are
directly affected by their perception that those behaviors are valued and modeled by the adults
around them. Creating such an environment involves colony teachers and teacher assistants to be
aware of their policies, procedures, and practices to ensure they are consistent with the environment
they wish to create.

Students will develop the skills, knowledge, and understandings needed to deal positively with
adversity. Students will also gain knowledge and understanding of safety issues in the colony
environment through regular instructional practices and innovative programming available from
other community resources such as the Farm Safety Program and the ATCO Electrical Safety
Program.

5. Improved Student Participation and Performance in Mathematics

Colony teachers share the opinions of colony parents that mathematics is one of the most important
areas of instruction in school. Implementation of the new Math curriculum has proven to be very
difficult in multi-graded colony school classrooms. This is one of the reasons our regional
consortium (CARC) created the Math cohort group. Through collaboration with colony teacher
colleagues from other jurisdictions and the leadership of a Math specialist teacher, we endeavor to
find teaching and learning strategies to improve student learning.

Over the next three years Colony teachers will continue to develop deeper understandings and skills
in the area of instructional strategies and assessment through their ongoing work as part of a
professional learning community. The school division has invested in training for new strategies to
help develop the whole learner.




                     Suncrest Colony School Profile
            Teacher: Calista Neilson, Carolyn McCracken TA’s: Dorothy Walker

Suncrest Colony School began in 1983. The standalone school building has one large classroom
which is also used for German school and one small office / staff room. There are also two smaller
classrooms and a small storage room downstairs in the basement. There is a new school being built
adjacent to the current school with the occupancy date estimated at January 2016. The school will
house both English and German school classrooms as well as a German Preschool. There will be a
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