2015-16 2016-17 2017-18 hutterite... · the education plan for golden hills hutterite colony...
TRANSCRIPT
Three Year Education Plan and Annual Report
2015-16
2016-17
2017-18
1
Introduction 2
Publication and accountability 2
Mission 2
School Profiles 3
Issues 3
PAT results 5
Accountability Survey Results (2010-11) 6
Goals Outcomes and Strategies 7-10
Budget Highlights 11
Contents
2
Golden Hills School Division is proud of the partnerships we have developed and
nurtured with all of the Hutterite colonies in our jurisdiction. With approximately 350
students spread over 18 colony schools, we have the opportunity to provide a quality
education within the context of a rich Hutterite cultural and religious tradition. It is a
pleasure to watch young children, who often learn their first English words in our
schools, grow in their academic achievements and leave school to become valuable,
contributing members of the Hutterite community. For our 20 teachers, the welcome
they receive to the colony is warm, and the relationships they build on the colonies last
long past their students’ graduation dates. Our goal for our students is to provide the
best education we can while being sensitive to their cultural and religious beliefs.
The Education Plan for Golden Hills Hutterite Colony Schools for the three years commencing September 1, 2015, was prepared in accordance with the policies of Golden Hills School Division No. 75. This Education Plan aligns with the goals and priorities established by the jurisdiction and described in the Three Year Education Plan of Golden Hills School Division. This plan is made available to all parents and is presented to the colony elders at an annual meeting.
Introduction
Accountability Statement
OUR MISSION
Providing experiences and
skills that build capacity
and community.
3
Golden Hills operates 18 Hutterite
colony schools with 20 teachers and 16
educational assistants. Approximately
350 students attend these schools,
ranging from Kindergarten to grade
nine. The majority of schools operate
with one teacher and, in some cases,
an educational assistant. Three of our
schools have an enrollment to support
more than one teacher.One of our
teachers teaches k-3 in two schools,
working half time in each school. Two
schools have a blended program due
to low enrollment.
Within our district we have a blend of Dariusleut and Lehrerleut kinship groups. Though
they hold the same basic doctrine and beliefs, there are some differences based on
their original geography and tradition.
Opportunities for collaboration have been encouraged and built into the school
calendar. Colony teachers have scheduled GHSD collaboration days with other
divisional teachers and with other colony teachers, in addition to our own colony
PD time. These opportunities are designed to allow teachers the best use of their
professional development and planning time.
Student achievement continues to be an area to improve
on. Through professional development in common assessments
and collaborative marking, critical thinking, cascading curriculum,
PAT analysis and collaborative work within the Division, teachers
are continuously working towards best teaching practices
specific to numeracy and literacy.
Colony teachers are working and sharing more closely
than ever with the school division, primarily in regard to common
assessment work, report card and development, technology,
Issues and Trends
School Profiles
4
mentorship, Powerful Learning, early literacy and English Language Learning.
The instructional coaches have played a key role in providing support for
professional development.
Golden Hills Colony teachers are keeping pace with other division teachers in
report card and lesson planning. Teachers have assessed (with ELL teacher
support) and are reporting on ELL assessment results through a report card
insert. Some teachers are utilizing students achieve.
Where appropriate, our teachers build IPPs,
behavior plans and access support through
inclusive education.
Colony teachers continue to lead each other
and teachers off the colony in Powerful
learning. This includes sharing, mentoring and
presenting at conferences.
Substitute teachers and educational assistants
are difficult to find and to maintain given the
drive for many. We are looking for ways to provide professional development
opportunities for our support staff to help them keep up with the changes in
teaching and learning that our colonies are experiencing.
Teachers are utilizing the school division tech supports for assistive technology,
digital textbooks and iPad apps. Some colonies have integrated some form of
technology into their classrooms, while remaining respectful to the Hutterite
culture
In a changing educational world with heavier reliance on electronic resources,
communication and teaching tools, colony teachers must adapt within a school
context that typically does not allow access to these supports. Teachers are
finding ways to work around these challenges, although this remains one of the
greatest challenges, especially when they participate in collaboration with peers
who rely heavily on technology.
Each year, colony elders and German teachers worry more about and discuss
more ways to find alternatives to technology. This is, perhaps, a result of not
being able to stop the influence of technology. With the introduction of the SLAs
in October of 2014, it is growing more obvious that the government is moving to
digital based assessments.
5
2010-11 Actual GHSD ( Provincial
Cohort)
2011-12 Actual GHSD (Provincial
Cohort)
2012-13 Actual GHSD (Provincial
Cohort)
2013-14 Actual GHSD (Prov
Cohort)
2014-15 Actual GHSD (Prov
Cohort)
2015-16
Goal
Subject AS SE AS SE AS SE AS SE AS SE AS
SE
Gr. 3 LA
73 (76) 0 (6) 73(79) 2(8) 67 (64)
0 (4)
65 (75)
3 (9)
75
10
Gr. 3 Math
67 (81) 3 (15) 53(77) 4(13) 57
(70)
10
(13)
61
(74)
5.6
(21)
75
10
Gr. 6 LA
68 (81) 3 (5) 71(80) 3(7) 56
(77)
2
(10)
63
(81)
0
(9)
70 (84)
2
(11)
7
5
10
Gr. 6 Math
62 (75) 5 (9) 47(76) 6(14) 52
(73)
6
(11)
73
(76)
3
(9)
55
(76)
0
(7)
7
5
10
Gr. 6 Science
51 (60) 0 (8) 47(68) 11(13 42
(61)
12
(11)
57
(72)
0
(13)
49
(69)
4
(12)
7
5
10
Gr. 6 Social
30 (54) 0 (4) 33(54) 3(9) 37
(54)
2
(7)
57
(59)
0
(7)
23
(50)
2
(5)
7
5
10
Gr. 9 LA
79 (74) 0 (4) 89(67) 0(2) N/A N/A 87
(87)
12
(12)
78
(71)
6
(5)
7
5
10
Gr. 9 Math
43 (56) 0 (4) 67(58) 0(6) 23
(31)
0 (5) 86
(90)
25
(36)
100
(100)
57
(47)
7
5
10
Gr. 9 Science
46 (48) 0 (0) 33(53) 0(2) 13
(30)
0
(7)
0
(69)
0
(15)
92
(87)
8
(6)
7
5
10
Gr. 9 Social
50 (49) 0 (2) 22(52) 0(2) 17
(25)
0
(3)
86
(86)
14
(14)
71
(65)
7
(6)
7
5
10
Provincial Achievement Test Results
Accountability Pillar Overall Summary
Annual Education Results– October 2015
Measure Category Measure Category Evaluation
Measure Primary Report Group Measure Evaluation
Current Result
Prev Year Result
Prev 3 Yr Average
Achievement Improvement Overall
Safe and Caring Schools Excellent Safe and Caring 96.1 96.0 96.3 Very High Maintained Excellent
Student Learning Opportunities
n/a
Program of Studies 72.5 73.2 74.7 Low Maintained Issue
Education Quality 95.3 95.5 96.3 Very High Maintained Excellent
Drop Out Rate n/a n/a n/a n/a n/a n/a
High School Completion Rate (3 yr) n/a n/a n/a n/a n/a n/a
Student Learning Achievement (Grades K-9)
Concern
PAT: Acceptable 54.2 56.7 47.5 Very Low Maintained Concern
PAT: Excellence 5.7 2.8 3.7 Very Low Maintained Concern
Student Learning Achievement (Grades 10-12)
n/a
Diploma: Acceptable n/a n/a n/a n/a n/a n/a
Diploma: Excellence n/a n/a n/a n/a n/a n/a
Diploma Exam Participation Rate (4+ Exams)
n/a
n/a
n/a
n/a
n/a
n/a
Rutherford Scholarship Eligibility Rate n/a n/a n/a n/a n/a n/a
Preparation for Lifelong Learning, World of Work, Citizenship
n/a
Transition Rate (6 yr) n/a n/a n/a n/a n/a n/a
Work Preparation 100.0 93.6 93.4 Very High Improved Excellent
Citizenship 93.3 89.7 91.3 Very High Maintained Excellent
Parental Involvement Excellent Parental Involvement 88.4 79.4 81.7 Very High Maintained Excellent
Continuous Improvement Excellent School Improvement 88.5 83.6 88.3 Very High Maintained Excellent
Outcome: Children are reaching emotional, social, intellectual and physical
development milestones and are ready for school.
Priority for Improvement:
Provide opportunities for colony students to start school before age 6.
Provide opportunities for special needs students to start early.
Provide programs that assist students in early intervention.
Strategies for this Priority:
Utilize readiness checklists in all areas of early intervention.
Continue to use leveled reading program upon entering school.
Introduce and continue English Language Learners assessments and reporting.
Outcome: Students achieve student learning outcomes.
Priority for Improvement:
Students demonstrate high standards
Students increase achievement.
Provide more opportunities for Hutterite students to receive a high school
education and graduate.
Provide an off campus/on colony work experience and CTS program for students
from age 15-20 years old.
Strategies for this Priority:
Building colony common assessments through collaborative PD.
Provide program options for colony students in Green Certificate and Work
Experience programs.
Provide opportunities to take CTS and Math at a high school level.
Identify areas of weakness and concern through analysis of school PAT results.
Goal One: An Excellent Start to Learning.
Goal Two: Success for Every Student
10
Improve instruction based on analysis (providing teachers with time to do proper
PAT analysis).
Provide students with test practice and familiarization with PAT formats.
Focus on academic vocabulary and critical thinking.
Sharing of resources between schools.
Outcome: Students demonstrate proficiency in literacy and numeracy.
Priority for Improvement:
Provide students with an understanding around vocabulary.
Define what literacy and numeracy looks like on the colony.
Strategies for this priority:
Continue critical thinking tasks, cascading curriculum design, common marking,
assessment, academic vocabulary, LLI, Daily 5, Words their Way, Daily 3.
Continue to engage students in numeracy through Math Centers (math games,
problem solving, basic skills without worksheets, numeracy, math journals).
Outcome: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.
Priority for Improvement:
Provide more opportunities for Hutterite students to be engaged in the
topics presented in all areas of their learning.
Provide opportunities for teachers to match their professional growth with
what is happening in the classroom.
Provide a common colony assessment that is authentic to a colony
student.
Strategies for this priority:
GHSD collaboration work in addition to critical thinking workshops.
Support colony teachers in professional development opportunities that provide
ways to engage students. PD includes: Powerful Learning, Assessment,
Common marking, Leveled Literacy, Early Literacy, Jump Math, English
Goal Three: Quality Teaching and School Leadership
10
Language learning, report card development, Empowering Writers workshop,
Colony Educators’ conference,
Allow opportunities for sharing, mentorship and coaching of all teachers to learn
ways of engaging students in the work. This includes having teachers present
their work to other educators.
Through collaboration, specific work in critical thinking and regular support and
supervision by administration, teachers will have the opportunity to build best
teaching practices that directly related to powerful learning.
Teachers will have opportunities to share projects, exemplars and strategies that
are meaningful to their professional practice. They have opportunities to mentor
and be mentored. Guided and non-guided classroom visits will be included in
mentorship.
Outcome: The education
system demonstrates
collaboration and engagement.
Priority for Improvement:
Students are motivated,
engaged and demonstrate high
standards.
Parents and Elders are
more involved and engaged in
what their students are learning.
Strategies for this Priority:
Teachers will apply principles based on Powerful Learning, engagement and
inquiry based learning.
Colony open house and parent nights, ranging from once a month to every few
months.
Outcome: Students and Communities have access to safe and healthy learning
environments.
Goal Four: Engaged and Effective Governance
10
Priority for Improvement:
Colony parents and leadership are involved and believe in the importance of
education for their children.
Strategies for this Priority:
Maintain an open dialogue with colony leaders and provide options for
partnership and post-secondary connections that support colony goals.
Have annual Elders’ meeting, in addition to meetings with The Education
Committee. Administration meets more often.
Meet with colony elders and parents to introduce assistive tech and special
needs assessment results.
Continue to build trust relationships with colony leaders.
Continue to encourage the involvement of parents in their children’s education
and remind them of the value of educational success.
Provide opportunities for adults on the colony to act as trainers and instructors for
Green Certificate, work experience and special projects.
10
Additional information concerning individual school expenditures is available by request.
Budget