2015-2018 Three-Year Colony Schools Education Plan

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

2 CONTENTS 3 Colony Schools Beliefs, Vision, Mandate, Mission 4-7 Divisional Goals, Provincial initiatives 7-8 SLA, Provincial Achievement Tests 9 PD 2015-2016 Colony Schools 10-27 Individual Colony Schools Byemoor Colony School Donalda Colony School Erskine Colony School Gadsby Colony School Lane’s Lake Colony School (Castor) Lone Pine Colony School Star Ridge Colony School (Red Willow) Suncrest Colony School Silver Spring Colony School (New Dec.

2015) 28 Enrolments, School Council 29 Accomplishment/Challenges, Colony Schools Goals BOARD OF TRUSTEES Mr. Ken Checkel Mr. Dave Goodwin Mrs. Yvette Cassidy Miss Staci Gerlitz Mrs. Karen Holloway Mr. John Schofer Mrs. Cheri Neitz (Chair) SUPERINTENDENT Mr. Peter Barron Deputy SUPERINTENDENT Mrs. Brenda McDonald SUPERINTENDENT OF FINANCE Mr. Peter Neale Clearview School Division 5031 50 St., Box 1720 Stettler, AB T0C 2L0 Phone (403) 742-3331 CLEARVIEW COLONY PRINCIPAL MR. TIM CROKER

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

6 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 wellbeing.

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

7 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 (Grades 3, 6) Strategies for 2015-16 (Students currently in Grades 3-8) Emphasis on reading, understanding words, improving student resiliency with the English language as it pertains to their everyday lives.

Understanding the deficiencies from the SLA written in grade 3, 6. Learning how to use this information 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 learning through resiliency strategies, various education assessment strategies Address areas of particular student weaknesses that resulted from the previous test written. Familiarize students with enriched problem solving situations that would be relevant to their Colony situation. Give more opportunity for a greater variety of writing assignments. Ensure all students understand how to set up and write a proper article. Maintain reading grade level to build vocabulary skills, thus creating more attractive and grade appropriate stories.

Make sure that each grade 3-8 student is successful in the previous grades exam so that they know and understands how the writing should look for their grade level.

Social competence is going to be a project over the next 3 years to improve the student skills going forth into the work world on their Colonies. Stay the course with Nelson Math program and supplement with basic math strategies that would provide real life examples for the student’s Colony lifestyle. Keep a file of all test material for students in grade 4, 5, 6 to go back and review main outcomes before writing applicable test.

Bring in prior tests to review materials needed for understanding of the grade units relevant to that year. Perhaps previous PAT’s exams can be used to learn test relevant material for diagnostic purposes of areas that require strengthening. Learn from successes and failures from past years and review weaknesses to enhance where it was deficient previously. 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.

8 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 Student Prov.

Group Prov. Clrvw Student Prov. Group Prov. Clrvw Student Prov. Group Prov. Clrvw Student Prov. Group Prov. Clrvw Student Prov. 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

9 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 Based Learning, GAFE training Teachers are being trained with PBL or GAFE Day 4 August 31 School hosted – Lone Pine Colony All Colony teachers gather at Lone Pine Colony to decide /pick up resources for Social Studies for upcoming year.

Other resources are also shared between Colonies at this time. Day 5 September 1 Schoolhosted Organizational day at teachers school Day 6 September 21 Divisionalhosted Stettler Complex Divisional PD day for all Clearview staff Day 7 October 26 Small Schools PD Day – Byemoor Meeting/PD 9:00- 3:00 at Byemoor School with training on GAFE, collaborating with PBL projects

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

11 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.

12 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.

13 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.

14 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.

15 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

16 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.

17 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

18 Recognize the profound influence assessment has on the motivation and selfesteem 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.

19 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

20 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.

21 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

22 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”.

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