Chestermere High School

2011-2014 School Education Plan May, 2013 Year Three

MESSAGE FROM SCHOOL PRINCIPAL barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners interactions with inflexible educational goals, materials, methods, and Teaching Every Student in the Digital Age, p. vi assessments.

Shocking to think that just a short while ago, barriers to learning were experienced by students frequently in public education not purposefully there to present roadblocks, but rather often as a consequence of the business of teaching a curriculum rather than teaching students. Id like to think we have come a long way in education, and certainly the journey to improve through creation of a Universal Learning Environment at Chestermere High School has been exciting and hard work, but well worth the effort. Chestermere High has, over the past few years, consciously designed an educational environment that is open and accessible to all learners and allows all learners to participate. Two years ago our teachers challenged themselves to look at the delivery of educational content differently and progressively, developing skills and approaches in online instruction. This past year our school initiated a learning environment with oneto-one personally owned devices (e.g. computer, tablet, etc.) so that students could access content, information, coursework and a variety of supportive materials whenever and wherever the need arose. This coming year, we will be reaching even further to meet students where they are, offering an inclusive and diverse environment that addresses the needs of all learners. Our student population is not only ethnically diverse but also contains within it a wide range of abilities and learning styles, and it is our goal to continue to improve our practice to offer an inclusive environment that makes individual learning goals achievable and rewarding. We will continue to develop our understanding and repertoire of project-based learning, continue to develop personalized learning and engage in action research that, once complete, will benefit our entire learning community. Our school is intent on ensuring that we offer to our students a Universal Learning Environment. This environment must offer multiple means of representation, expression and engagement so that our students derive maximum benefit from their time with us. We anticipate the next year of our journey to be as exciting and rewarding as the past two have been and look very forward to working with our students to create a challenging and rewarding environment for them. I am absolutely certain that the best is yet to come! At CHS, we cant wait!
Sources: RVS Three Year Plan Year Three www.universaldesign.ie en.wikipedia.org

SCHOOL PROFILE School Name: Principal: Sharon Rhodes Address: R. R. #7, Calgary, Alberta Phone: 403-272-8868 Fax: 403-272-9112 Email: chesthg@rockyview.ab.ca Website: chestermerehg.rockyview.ab.ca School Profile: Grade Configuration: Student Population: No. of Teachers: No. of Support Staff:

10-12 670 35 10

Foundation Statements: Vision: We inspire lifelong learners in the pursuit of personal excellence. Mission: Chestermere High School aims to develop students who: exhibit creative and critical thinking adapt to a continually changing technological world develop respectful, responsible and compassionate citizens in the real and digital world prepare students for lifelong learning through career/post-secondary awareness and planning exercise balance between academic, athletic and artistic pursuits while promoting positive attitudes demonstrate leadership, teamwork, people skills and problem solving skills to thrive in life after graduation

Key Learning Principles: ! Learning is a social activity. Our learning is intimately associated with our connection with other human beings. ! Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This idea of motivation as described here is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know the reasons why, we may not be very involved in using the knowledge that may be instilled in us, even by the most severe and direct teaching. ! The learners creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. ! Meaning is essential to learning, hence it is essential to teaching and assessing: learning goals must make sense to the teacher and to the learner. There must be

regular opportunities to see the value of what we are asked to learn, how it relates to past learning and how it will relate to future learning. ! To maximize learning, learners need multiple opportunities to practice in risk-free environments, to receive regular and specific feedback related to progress against standards, and timely opportunities to use the feedback to re-do and improve.

Unique Features of our school include:

Multicultural with over fifteen other languages spoken within our school community Significant spectrum of diverse learning needs Collaborative, supportive student body and staff Rurban setting we are located in a rural setting very close to an urban centre

Quotes from Parent Advocates We have had 4 children go to Chestermere High School. They have all found the school community to be supportive, interested in them as individuals and extra help has always been available when needed. They all enjoyed their time here and as parents we found it both helpful and easy to communicate with their teachers. S. Costello My family and I have been associated with Chestermere High for eight years. Two sons have graduated and are very successful in their chosen careers. They were well prepared for their post-secondary education by the teaching staff and remain in contact with the school. A third son will be just as prepared when he graduates next year. The course selection and athletic programs are "Second to None". All parents and students are welcome by the professional administration and office staff. D. Huckabay

How do we define success for our students? Success is: ! our students high level of confidence in understanding concepts, exhibiting self-advocacy and self-reliance ! achieving acceptable and above average results on assessments and standardized tests. making appropriate choices when provided the opportunity ! cultivating open, trusting relationships among and between all stakeholders associated with our school community ! high participation rates in our fine arts program and our extra-curricular athletic program ! What makes our school good and how do we know? Chestermere is a 4 A school and includes academics, athletics, the arts, and attitudes. There are a broad range of activities and programs that students participate in and these activities and programs fall under at least one of these components. Academics Our May 2013 APORI results indicate that we are working towards meeting the provincial standards for diploma acceptable and excellence results and we continue to improve our

practice with student success our priority. We are pleased that our dropout rate is at 2.2% compared to the provincial rate of 3.6%. We work very hard to keep kids in school! To do this, we are constantly changing our programming to try to accommodate student interest. In fact, our Culinary Arts program, in its third year, has drawn an amazing amount of students to discover the world of cooking and becoming a chef. Our Industrial Arts program is another draw for students and this year with a number of our students preparing for Regional and Provincial Skills competitions. Athletics We have approximately one third of our population involved in our extra-curricular athletics programs and believe that this is great for kids! Adding to our teams, we have included grade 9 students from our feeder schools, allowing not only our potential grade 10 students but also our catchment area parents to get involved in the high school culture. We were able to send two teams to provincial playoffs this year (Senior Varsity Mens and Ladies Basketball) and students continue to enjoy rich, diverse athletic programming at CHS. Arts Our Arts program continues to flourish at CHS. This year saw the band travel to New York to experience performing in a number of different venues during their trip. Our fine arts students (a combination of drama, music and art students) once again produced a very successful musical, Suissical the Musical, to our community over three evenings including a Dinner Theatre which included a partnership with our Culinary Arts students. Ever popular, we are incredibly proud of our Fine Arts programming at CHS. Attitudes Attitudes is the last component of our 4A school and we pride ourselves in knowing our students emanate positive attitudes and values when representing themselves or as a group within our community or when traveling on school functions. This year saw our students travel to many venues in the province and well as to England, Spain and France on a variety cultural enhancement trips. Our students were excellent ambassadors of our school and, as a result, we have received positive feedback from both students and parents involved regarding the value of these trips for student growth.

RECENT ACHIEVEMENTS 1. 1:1 POD Initiative To work towards preparing our students as 21st century learner, Chestermere High School implemented a 1:1 computing device initiative in the fall of 2012. The many Professional Learning opportunities that were provided to staff accelerated their preparedness for the roll out of the 1:1 and helped to provide a seamless transition. Students embraced the initiative bringing their personally owned devices and making use of them in their daily lessons. We made laptops available for an annual sign out for those students who could not source their own devices. This resulted in less than 2% of the students making use of this service. 2. Homerooms Addressing the needs of our students that were brought forth through our APORI results provided us with the strategy of developing homeroom groupings. These homeroom groups meet weekly with a homeroom teacher. This has provided go to people for students and created relationships that, in all likelihood, may not have occurred in the previous setting at our school. 3. Skills Competitions Our students have benefitted greatly from becoming involved in provincial skills competitions. This has resulted in growth by our students in the areas of construction and fabrication. The students have excelled at the regional competitions and have been able to display their talents at the provincial level. 4. Student Parking Lot Upgrade Chestermere High School has been challenged by its lack of available parking over the past several years. This challenge has been partially addressed by the recent upgrade in the summer of 2012. The north student lot was made larger from 126 spaces to 140 and paved with the spaces individually numbered. This has allowed for more access for students and less need for daily monitoring. Honourable Mention Athletically our students continue to have the opportunity to excel. Our Varsity Girls Volleyball and Basketball Teams made it to the provincial tournament and our JV Girls Basketball Team dominated league and zone play. Our Fine Arts have also provided many opportunities to show their many talents. The Band students travelled and performed in New York City.

PRIORITY AREAS OF FOCUS 1. PERSONALIZING LEARNING As Chestermere High school continues to implement personalizing learning for all students we would like to implement flexible time. Personalizing learning allows the opportunity for students to have their learning adjusted for the pace of instruction (individualization), adjusting the approach (differentiation), and connecting to the learner's interests and experiences. During the 2012-2013 school year we had the opportunity to implement a one-to-one approach to learning, this was one of the first steps in the process of personalizing student learning. This year as we move forward we would like to provide flexible time for students to access support within our building that speaks to their individual needs. 2. UNIVERSAL LEARNING ENVIRONMENT We have had the opportunity to integrate one to one this year and from our learning we will share and consolidate what we have experienced. We will continue to explore new avenues to student learning. One of the next steps is to integrate students who access Knowledge and Employability courses into courses that share similar outcomes from the Program of Studies. We will continue to explore the avenues from what we have learned from this year, including project based learning, integrating technologies to support student learning and to increase students understanding of their own personal learning toolbox. 3. LEARNING SUPPORT Our Learning Support team continues to see an increase in the amount of students with diverse needs entering our building. We are continuing to develop programming for our students to flourish in our school environment, this will continue to include Life Skills Programming and accommodating students both within their classes and in the Learning Support Rooms. Currently English Language Learning (ELL) students may be identified early on in their school career and funding is typically used up within 5 years of being identified, as ELL Learners are no longer supported at the high school. Our staff will continue to develop teaching strategies in the development of academic vocabulary, written composition and understanding of abstract concepts. 4. DATA COLLECTION As we continue to move forward with new initiatives we want to ensure that the outcomes are supporting and enhancing student learning. A more global approach to data collection is what Chestermere High School will be aiming for. Outlined below is a comprehensive approach to data collection that will tell a more comprehensive story about this most complex and organic journey. Examining Trends o APORI Results o Tutoring-Attendance Observation o Do we see evidence of student engagement? Compliance? o Do we see evidence of a ubiquitous computing environment? o Do we see evidence of meaning making leading to transfer?

o Authentic Learning? o What do we see that we can take away from the observation? Inquiry o What are you learning? o What are you being asked to do? o How is this like something you have already learned? o How will you apply this in other situations? o What will it help you do? o Why is it important to know this? Feedback on (stakeholders) o Classroom " Student Engagement " Active and Collaborative Learning " Level of Academic Challenge o Parent Communication " Translation of our school webpage " Translation of our school Facebook page " Hosting Celebrations of Learning with parents as invited guests

5. CAREER AND TECHNOLOGY STUDIES For a number of years, the students of Chestermere High School have asked for the opportunity for increased CTS courses. During the 2012-2013 school year, we have had the opportunity to introduce a Digital Media Arts program that has been very successful. After completing a grade 10 and 11 survey of our students on what type of programming they would like to see offered, the results showed a continuation of Culinary Arts as well as programming in Communication Technology, Design Studies, Computing Science, Mechanics, Cosmetology and Agriculture (Floral Design, Agriculture Technology, Biotechnology). We will continue to investigate how we can support students in these areas.

GOAL ONE: LEARNERS HAVE THEIR INDIVIDUAL NEEDS MET.

KEY: FA=Fine Arts, SCI=Science, LS=Learning Support, ELL=English Language Learners, MA=Math, CTS=Career Technology Studies, CALM=Career and Life Management, HUM=Humanities, GUI=Guidance (when strategy is specific to a specific subject area)

Outcome

RVS Performance Measure

Strategies " " " " " Mini-celebration of learning embedded in our learning communities, making use of the school cameras and TVs to showcase achievements Continue Homeroom environment to provide students with a supporting adult/contact for the time they are at CHS Celebration of Learning to provide positive reinforcement for student projects/assignments (LSC) Provide all teachers with information about individual student learning needs; support teachers with providing these accommodations (GUI) Promote Wellness Centre programs across more avenues (website, Facebook, etc.) and increase the number of groups, programs, and events offer for a wider variety of challenges and concerns Expand the ULE concepts (i.e. personalized learning). Offer students multiple pathways to learning (in-class, online, tutorials) Implement student electronic portfolios Monthly calendar on display in front of office to allow for easy access for students and parents to see current events Continue to support Stepping Stones as they provide complimentary programming Apply ULE principles to help with student success as well as provide a diverse range of strategies that will help them to acquire skills that enable continued success. Continue to improve upon the offering of digital tools and resources for students Embed tutorial time for students Monday through Thursday (ENG) Students given the opportunity to design assignments based on the theory of Multiple Intelligence, allowing them to use their strengths in learning and presentations Continue to develop/refine Unit Plans in UbD format Continue staff involvement in Learning Walks Expand teacher/student/parent competencies around a One to One learning environment Refine Moodle sites within subject to provide better resources for students; ensure that technology is seen as beneficial and meaningful (SOC) Develop audio versions of all tests on Moodle (GUI) Increase meetings between students, parents, and staff to clarify how programming impacts learning goals and future plans (GUI) Utilize technology to promote post-secondary opportunities, scholarships, deadlines, helpful websites, learning resources and wellness activities (Remind101, Tumblr?, Website, Facebook, Twitter, etc.) (ELL) Increase proficiency in using the ELL benchmarksassessing in meaningful, informative way that drives classroom programs and supports needs of all learners (ELL) Provide PL to all staff around best practice in supporting English Language Learners (GUI) Utilize Success Coach to offer study groups that target different subjects and strategies students may need to be successful (GUI) Continue Success in Schools programming and planning between community organizations Ensure students are counseled into the correct level of course that allows for their success; review placement after course introduction period

Learners feel safe and valued within RVS learning community.

" (AE) (RVS) Overall teacher, parent and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others and are treated fairly at school. " (RVS) Percentage of parents and students satisfied that students are safe on the bus, show respect for one another, and are treated fairly while riding the bus. " (RVS) Percentage of staff, parents and students who express they feel valued as a member of the learning community. " (RVS) Percentage of staff and parents who agree that social/emotional supports are accessible, appropriate, and beneficial for student(s).

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Learning is universally accessible.

" (RVS) Percentage of parents and students who agree students have equitable opportunities to be successful. (RVS) Percentage of staff that understands and implements Universal Design for Learning. " (RVS) Percentage of students who agree digital technology enhances their learning at school. " (RVS) Percentage of staff and parents who agree that students with Individual Program Plans (IPP) achieve their learning goals.

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" " Resources and programs ensure all learners succeed. (AE) Overall percentage of students/FNMI self-identified students who achieved the acceptable standard on diploma examinations (overall results). " (AE) High school completion rate of students/FNMI selfidentified students within three years of entering Grade 10. " (AE) Overall teacher, parent and student satisfaction " " "

with the quality of basic education.

Parents and community partners play a purposeful and sustained role.

" (AE) (RVS) Overall teacher and parent satisfaction with parental involvement in decisions about their childs education. " (RVS) The percentage of parents who agree they have been involved purposefully in their childs learning with the school. " (RVS)Percentage of staff and parents who agree the school accesses services in the community to support student learning.

(LSC) Hold School Resource Group (SRG) meetings on a weekly basis and provide follow up to the action plans " (LSC) Continue to develop Life Skills programming " (LSC) Assist to incorporate K & E programming for students within mainstream classes " Meet with and collaborate with teachers from our catchment area feeder schools " Continue to host a meet and greet evening " Introduce a Project-Based Learning initiative at all grade levels and implement a celebration of achievement evening that allows students to showcase their work; ensure parents receive an invitation to the event; collaborate with teachers to ensure all subject areas are represented " Translate important parts of our webpage into prominent languages so non-English speaking/reading parents and other stakeholders can receive valuable information about our school " (GUI) Increase communication with parents across a wider variety of networks to educate, inform, support and consult parents about their childs learning " Create digital portfolios for students to share with parents and teachers " Continue to assist our School Council in achieving goals set in the 2012-13 school year "

(RVS) Jurisdictional Measure

(AE) Alberta Education Measure

GOAL TWO: LEARNERS ARE SELF-DIRECTED, INNOVATIVE, ECOLOGICALLY INTELLIGENT AND ENTREPRENEURIAL.
Outcome RVS Performance Measure Strategies " " " " " Learners demonstrate 21st C competencies. (AE) Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. (RVS) Percentage of staff and parents agree that students are critical, creative and complex thinkers. (RVS) Percentages of students that teachers observe st as proficient in using 21 C competencies in their learning. (RVS) Percentage of staff and students who agree their school/the jurisdiction operates successfully as a st 21 Century learning culture. (AE) (RVS) Overall teacher, parent and student agreement that students model the characteristics of active citizenship. (RVS) Percentage of staff, parents and students who agree students understand, adapt to, and participate in our local and global society. (RVS) Percentage of staff, parents and students who agree students, the school, and the jurisdiction model practices that contributes to environmental sustainability. (AE) Overall percentage of students/FNMI selfidentified students who achieved the standard of excellence on diploma examinations (overall results). (AE) Percentage of students/FNMI self-identified students writing four or more diploma exams within three years of entering Grade 10. (RVS) Percentage of staff, parents, and students who agree that their school/the jurisdiction is building a culture of excellence. " " " " " " (CTS) Continue to provide opportunities for self-directed learning (MA) Provide students with clear outcome targets and methods for the student to track their achievement in these targets Increase opportunities for students to participate in projects that are visible throughout our facility (i.e. art on walls, external student gathering areas) (ENG) Provide students the opportunity to self-select novels, plays, mode of presentation to demonstrate learning Offer noon tutorials for students, identifying and programming those into the tutorials based on predetermined criteria Develop Project-Based Learning initiative at all grade levels Infuse technology competencies into all subject areas (SCI) Pursue more problem solving approaches to learning in order to teach students how to learn (SOC) Teach, model and reinforce digital citizenship (ENG) Teach, model and reinforce information that can transfer to life after graduation (citation format; effective writing styles; critical thinking skill; comprehension) Initiate critical thinking and creative and complex thinking skill development at the Grade 10 level; model examples of what these skills are Initiate and monitor a school wide co-mingled recycling program; continue curricular links with environmental topics (CTS) Culinary Arts to attempt to remove Styrofoam from school culture (ENG) Interactive project assignments where students can model acceptable citizenship skills while working with a range of partners in a range of group sizes (SOC) Implement final citizenship project in grades 10 & 11 (GUI) Showcase opportunities for students to participate in volunteer activities Ensure students have an opportunity to challenge themselves by attempting courses they may have difficulty in; encourage risk-taking Embed tutorials in our daily schedule (CTS) Continue the culture of Excellence in CTS classes (GUI) Highlight diploma prep courses and use best practices to support students during exam period (SCI) Place exemplars on Moodle sites to demonstrate to students what standard of excellence truly is, compared to meeting standards within a lab or project (SOC) Develop more unification in school for representation (mascot, logo, one name, meaningful slogan/cheer) (GUI) Develop a Good Things board to showcase excellent happenings for students Continue to provide an intrinsically motivating PL for teachers to promote and foster creativity and innovative practices

Learners direct and feel ownership for their learning.

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(AE) Annual dropout rate of students/FNMI selfidentified students aged 14 to 18. (RVS) Percentage of teachers, parents and students who feel students have a strong sense of ownership for their learning. (RVS) (TBA) Student affect measures e.g. Tell Them Form Me/ Student Orientation To School Questionnaires.

Learners demonstrate global stewardship. "

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Learners flourish in a culture of excellence.

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(RVS) Jurisdictional Measure

(AE) Alberta Education Measure

GOAL THREE: INSTRUCTIONAL DESIGN CHALLENGES AND ENGAGES THE LEARNER.

Outcome RVS Performance Measure Strategies " Continue to develop and expand Moodle shells; use Moodle to provide students with the ability to access resources in and outside of the classroom setting; provide meaningful links to enhance understanding Offer option courses that students have an interest in Endeavour to introduce the notion of blended learning to all courses (FA) Continue exploring and implementing Art and Music collaborative shows within the school for everyone to enjoy (GUI) Continue advising parents and students about the variety of courses available and the levels available within each (i.e. English 20-1, 20-2, 20-4, etc.) Expand course offering both within and outside of the timetable Continue to develop and support work experience, RAP, green certificate programming Endeavor to focus on project-based learning at all grade levels Infuse the principles of multiple intelligence, differentiation, ULE in all classes to engage learners Ensure assessment rubrics are available to students through Moodle (LSC) Increase the involvement of teachers in creating/implementing/assessing the IPP document (GUI) Develop groups and materials to help students identify and advocate for particular styles of instruction that would be helpful for their learning styles Continue to realign assessment practices with RVS policy HK Continue to offer PL that is flexible to encourage innovation and creativity, enacting the RVS Professional Learning Model Continue to develop project based learning at all levels, increasing the use of authentic and engaging projects including meaningful rubrics (SCI) Develop a common vocabulary across the science dept. and courses to enhance understanding and allow for crossing over of ideas and resources Increase our use of Assessment for Learning (ENG) Attend theatre productions, have experts in aspects of the curriculum present to classes to bring the curriculum to life (CTS) Increase choices available to students Implement Project-Based learning at all levels Continue to engage teachers in Learning Walks to examine the concept of learner engagement to build teacher competency in project-based learning Make better use of Homerooms-have greater focus on students and their connection to the school/information for life after high school/better communication with parents Include staff in the gathering of data to inform practice through the regular input from students (GUI) Increase information availability around postsecondary options, deadlines, and planning guides; continued individual career counselor meetings for all students (SOC) Keep information current and relevant to students; teach the why and not simply the how

Learning occurs any time, any place, any path, any pace.

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(AE) Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education. (RVS) Percentage of staff, parents, and students who agree student learning is extended beyond the regular school day through their teachers use of digital resources. (RVS) The number of online courses completed by Grade 4-12 students. (RVS) Percentage of staff, parents and students who agree students have access to multiple learning pathways. (RVS) Percentage of teachers that incorporate the tenets of RVS Learning Model so that all learners are engaged through a variety of strategies, settings, and formats. (RVS) Percentage of staff, parents and students satisfied with their ability to access, understand and use assessment information to improve learning. (RVS) Percentage of teachers, parents and students who agree instruction meets the individual learning styles of students.

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Instructional design engages each learner.

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Instructional design enriches the learning experience.

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(RVS) Percentage of teachers who agree they use inter-disciplinary practices. (RVS) Percentage of staff, parents and student who agree they have access to authentic learning experiences. (RVS) Percentage of parents and students who agree that their child/their teachers classroom practice reflects critical, creative and complex thinking. (AE) Percentage of Grade 12 students/ FNMI selfidentified students eligible for a Rutherford Scholarship. (AE) High school to post-secondary transition rate of students/FNMI self-identified students within six years of entering Grade 10. (RVS) Percentage of schools meeting or exceeding prior level of achievement expectations. (RVS) Percentage of parents and students who belief teachers inspire students to learn.

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Instructional practices empower learners.

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(RVS) Jurisdictional Measure (AE) Alberta Education Measure

GOAL FOUR: LEARNING ENVIRONMENTS ENABLE THE ACQUISITION OF 21ST CENTURY COMPETENCIES

Outcome Learners use digital technologies to enhance learning.

RVS Performance Measure (RVS) Percentage of staff that use digital technology as an instructional tool. " (RVS) Percentage of staff and students who agree they have access to digital technology at school. " (RVS) Percentage of parents and students who agree teachers use digital technology to actively engage students.

Strategies " " " " " " " " " " Continue to build on the one-to-one project Build on other technologies through Professional Learning to enhance teaching and learning in the classroom Update PowerSchool regularly with student progress Update Moodle shells regularly for all courses to actively engage learners Continue to share what works among professional staffestablish a best practices concerning technologies (MA) Make available and use digital online and offline tools and resources (CTS) (FA) Use iPads to facilitate various projects Continue to explore digital resources/textbooks Continue to support embedded PL (FA) Work with other departments to share technology available to implement projects (SLR Cameras, iPads, Laptops, etc.) Build on Moodle training and increase the number of teachers actively using it in instruction Continue to build on the one-to-one project Continue to support embedded PL Continue to support C of P concept (SOC) Planning a project-based learning C of P for 2013/14

Operational efficiencies accelerate innovation, research and organizational development. Learning is generative, responsive and multidimensional.

" (RVS) Percentage of staff who agree available resources stimulate innovation. " (RVS) Percentage of staff who agree Education Centre st departments effectively support schools in building 21 Century learning environments. " (RVS) Percentage of staff that aligns their individual growth plans to RVS Three Year Plan. " (RVS) Percentage of staff that believes their C of P aligns to RVS Three Year Plan. " (RVS) Percentage of staff that believes professional learning has positively impacted their instructional effectiveness and student learning outcomes. " (RVS) Percentage of staff that have completed online professional learning opportunities. " (AE) Overall percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. " (RVS) Percentage of staff and students who agree they have had an opportunity to influence leadership at their site/school/jurisdiction. " (RVS) Percentage of staff retained five or more years after beginning their employment with RVS.

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Leadership capacity is built across the jurisdiction.

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Implement a maximum term for Learning Leaders to expose more staff to leadership opportunities Continue the use of Learning Walks and feedback loop as a way to grow innovative practice Encourage staff to attend Leadership Conference opportunities

(RVS) Jurisdictional Measure

(AE) Alberta Education Measure

PROFESSIONAL LEARNING PLAN

Date

Activity/Topic/Strategy

Sustainability Strategies

Support Staff or Certificated All staff

Proposed Budget

August 28

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2-day Learning Retreat focusing on Project Based Learning, personalized learning, best practices in PLCs, Instructional Leadership and sharing sessions between departments; Raymond School to join us for Day 1 Day 2 of above retreat

" Leadership, Learning Designs, Implementation, Outcomes, Enhancing our Learning Communities

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$3,000.00

August 29 November 8

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Same as above Leadership, Resources, Data (sharing from practice), Learning Designs, Implementation, Outcomes, Enhancing our Learning Community Leadership (using the expertise in the building), Resources, Data (sharing from action research happening through practice), Learning Designs (inquiry, UbD, ULE), Implementation (sharing from practice, developing strategies), Outcomes, Learning Communities Leadership (using the expertise in the building), Resources, Data (sharing from action research happening through practice), Learning Designs (inquiry, UbD, ULE), Implementation (sharing from practice, developing strategies), Outcomes, Learning Communities Leadership, Data (action research projects), Designs (our focus is ULE and UbD), Implementation, Outcomes, Learning communities All staff

" " $ 200.00

" Inquiry follow up and sharing; focus on personalized learning

February 14

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Concurrent sharing sessions with a focus on embedding digital resources into our learning

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$ 200.00

March 14

Concurrent sharing sessions with a continued focus on embedding digital resources into our learning " Looking ahead begin work on 2014.15 SEP "

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$ 200.00

May 16

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Grand finale for our staff to wrap up our focus on inquiry and further implementation of digistal resources to iprove student learning and impact teacher practice Summation of personalized learning strategies for 2014.15

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$ 200.00

Other, if applicable
Monthly Embedded Learning Time " Collaboration between subject areas or used within a learning area to focus on one topic/area of growth as a team " Leadership, Data (action research projects), Learning Designs (our focus is ULE and UbD), Implementation, Outcomes, Learning communities " $ 500.00

**Please note: This plan has been developed in collaboration with staff, learning lead team and administration. It was informed from data collected from staff, our School Ed Plan, 3YP, and Division PL model.

BUDGET HIGHLIGHTS
2011/12 $3,498,303 $ 536,074 $ 498,164 N/A $ 35,000 $4,532,540 2012/13 $3,364,560 $ 547,510 $ 348,370 N/A $ 20,000 $4,260,440 2013/14 $3,367,700 $ 661,654 $ 246,865 N/A $ 10,000 $4,290,220

Certificated Staff Support Staff Services & Supplies Other Contingency TOTAL EXPENDITURES

SCHOOL FEES 2011/12 School-Established Mandatory Instructional Fees Textbook Deposit Fee Graduation Fee Art Band Communications Technology Information Processing Construction Technology 3 credit Construction Technology 5 credit Creative Writing Fabrication Studies 3 credit Fabrication Studies 5 credit French 10 French 20, 30 Enterprise and Innovation Marketing & Management German Foods 5 credit 3 credit Fashions 3 credit 5 credit Instrument Rent ($50 refundable) Paleontology Percussion Rent P.E. 10 Lock Fee P.E. 20/30 Away Fee Spanish 10 Spanish 20, 30 Sports Medicine 15, 25, 35 Sports Performance Sports Performance Hockey Wildlife Culinary Arts Financial Management Leadership Digital Media Arts $75 $120 $65 $125 $20 $20 $50 N/A $5 $50 N/A $5 $5 $10 $10 $5 $90 $45 $21 N/A $210 $36 $30 N/A $150 $5 $5 $25 $5 $250 $10 $75 $10 N/A N/A $75 $120 $65 $125 $20 $20 $50 $100 N/A $50 $100 $5 $5 N/A $10 N/A $90 $45 $21 $45 $210 $36 $75 $10 $150 $5 $5 $25 $5 $250 $10 $75 $10 $100 N/A $75 $120 $65 $125 $20 $20 $50 $100 N/A $50 $100 $5 $40 N/A $10 N/A $90 $45 $21 $45 $210 $36 $75 $10 $150 $5 $40 $25 $20 $250 $10 $75 $10 $100 $20 2012/13 2013/14

Athletic Fees Athletic Fee (one-time fee for all athletes) Golf Cross-Country Girls Soccer Boys Soccer Football JV Girls Volleyball JV Boys Volleyball Varsity Girls Volleyball Varsity Boys Volleyball Curling JV Girls Basketball JV Boys Basketball Varsity Girls Basketball Varsity Boys Basketball Badminton Track and Field Girls Rugby Boys Rugby 2011/2012 $35 $104 $20 $125 $95 $325 $200 N/A $325 $285 $75 $375 $285 $390 $300 $40 $25 $150 $285 Other Fees (Optional) Yearbook Art Sketchbook Student Price Cards Culinary Arts Uniform $40 $7 $9 $71 $40 $7 TBD $71 TBD TBD TBD TBD 2012/13 $35 $110 $20 $135 $80 $365 $240 $275 $370 $325 $100 $375 $460 $525 $475 $40 $40 $225 $285 2013/14 $35 TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

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Digitally signed by Susan Williams DN: cn=Susan Williams, o=Rocky View Schools, ou=Acting Superintendent of Schools, email=susanwilliams@rockyview.ab.ca, c=CA Date: 2013.07.04 08:53:19 -07'00'

July 4, 2013