School Education Plan 2016/17 to 2018/19
Glendale Sciences and Technology School
Glendale Sciences and Technology School
6375 77 Street
Red Deer, AB T4P 3E9
Phone: 403-340-3100 Fax: 403-343-3110
Principal: Mr. Chris Turnbull
Vice Principal: Mr. Sean Grainger
Glendale Sciences and Technology School is located in Red Deer, Alberta (population approx. 100,000). The school is located in the northwest quadrant of the city. The school has a population of 417 students, 24 professional staff and 10 support staff. The school population is made up of students from our area of the city with a few being bused into the school from other areas. Glendale has a Learning Commons, Learning Assistance Center, Story Cafe and Think Tank. It also has a range of complementary courses such as art, band, drama, foods, fashion, CTF courses, guitar, skateboarding and other locally developed programs.
As a science and technology focus school, we have an abundance of technology available in the school for students to access. We are also proud to exemplify our school as a fully inclusive, inquiry-focused institution.
Student enrollment = 417 full time equivalent (FTE)
Teachers 23 = 22.03 FTE
Classified Staff 11 = 11 FTE
Facility Services Staff 02 = 1.5 FTE
Total Staff 36
Vision, Mission, Beliefs:
School Vision Statement
ENGAGING STUDENTS THROUGH INQUIRY - WHERE THE WORLD IS YOUR TEACHER
School Mission Statement
Glendale School is striving to create an environment which provides the opportunity for our students to develop academic skills, socially interact in a positive manner, value the arts, health and fitness, and establish a commitment to productive citizenship.
Opportunities and Challenges:
Glendale is moving into our 7th year of operation following the transition from a middle school to a K-8 sciences and technology focus school.
Our students have one to one Chromebook use from grade 4-8 and laptop carts for grades 1-3. All classrooms have interactive Smartboards and some students are using student owned devices to assist in the educational activities in the classroom.
We focus many of our classroom lessons and projects on inquiry- based projects and lessons. We have numerous field studies at each grade in the school and as we move into the middle years at grade 6-8 these become overnight and exchange trip opportunities. Our focus is to provide students with real world opportunities to learn and experience the curriculum.
As we move forward we will continue to focus on creating a disposition of inquiry in all our classrooms using our three teachers trained in Problem Based Learning as guides along with our Learning Assistance teachers (LAT) and Instructional Design ( ID) teacher.
With inevitable changes in staff and technology, we will focus on mentorship and grade teaming to ensure staff are able to maintain a high level of knowledge and function. We will also focus our professional development (PD) on developing capacity in inquiry based lesson and project planning. Collaboration with tacit leaders within the school and our ID coach will be encouraged.
As a K-8 school, we have established effective mentorship opportunities involving older grades working with younger grades. We also have a number of projects planned that promote a collaborative, school-wide inquiry disposition.
Glendale Sciences and Technology School is committed to giving every student the opportunity to reach his or her full potential by promoting excellence in teaching and learning.
Teaching is a complex activity that integrates effective instructional practices, classroom management, planning, assessment and evaluation, and communication strategies along with a strong understanding of how to meet the diverse learning needs found in every classroom. Classroom practice that supports high achievement for all students must involve strategies that are responsive to the learning needs of all students. With this in mind, we will continue to focus on competency- based inquiry learning opportunities inside and away from the classroom that will adhere to provincial changes in curriculum design and delivery. We are excited to have a head start on some of the skill development required to facilitate high quality teaching and learning. Students and staff will be working hard in literacy and numeracy as well as revisiting the vision of what it means to be a Sciences and Technology School.
School Education Plan Development and Communication:
The Glendale Sciences and Technology School Education Plan has been developed in consultation with school staff and stakeholders. Development of the plan has also included consultation and advice from the School Council as required in Section 13 of the School Councils Regulation. The Glendale Sciences and Technology School Education Plan is available at the school and is posted on our website at www.glendale.rdpsd.ab.ca.
Alberta Education - School Accountability Pillar Report Card
- Literacy is acquiring, creating, connecting and communicating meaning in a wide variety of contexts.
- Each learner is a proficient reader and writer across the curriculum.
- Each learner is numerate.
- Each learner will discover, develop and apply competencies across the curriculum.
- Utilize professional learning and collaborative strategies to enhance literacy teaching practices across curricula.
- Implement the Provincial Literacy and Numeracy Benchmarks (K to 12) when available.
- Percentage of students who achieved the acceptable standard and the standard of excellence on Provincial Achievement Tests, Student Learning Assessments and Diploma Exam. (Alberta Education) (AE)
- Percentage of students in grades 1 to 8 who are reading/literate within one year of grade level. (Red Deer Public) (RDP)
- Survey result scores for literacy measurements by students, parents and staff. (RDP)
- Each learner is a proficient reader and writer across the curriculum.
- Each learner is numerate.
Last year we moved towards creating a culture of literacy by:
- Prioritized Curriculum
- Supporting school wide benchmarking (Fountas & Pinnell) and Level B testing
- Analyzing assessment data to determine specific learning needs of students
- Developing a school based Literacy Committee
- Determining our capacity for literacy improvement
- Creating a collaborative environment for sharing and learning about resources, strategies, techniques, procedures
- Coordinating professional learning opportunities for staff
- Modelling best practices in literacy development
- Piloting a cross grade (gr. 4-7) Literacy Block targeting students below grade level so they were able to read/ learned literacy strategies everyday with a small group
- Invested in literacy resources and PD to support tier 3, specialized support (Levelled Literacy Intervention Program)
- Coordinated specialized services (ie. Speech and Language Pathologist to deliver and build capacity with parents, staff and students)
- Inclusive LAT support for universal or targeted strategies
- Promoted literacy at home (ie. classroom websites, newsletter editorials, parent-teacher sharing, individualized text home support, book fairs, etc.)
- Invested in literacy based technologies (ie. Raz Kids, 1:1 devices, Read and Write Google, Spelling City, etc.)
- Expand Literacy Block pilot program to Grade 1-8, Literacy Blocks embedded into timetable to optimize adult support for small groups (this year)
- Encourage the development of a schoolwide plan of literacy instruction that works in all subject areas
- Purchase additional F&P benchmarking kids and the next levels for Levelled Literacy Intervention program
- Order more Guided Reading kits and levelled reading books for leveled library (for independent reading)
- Evaluate the use of instructional strategies to improve the literacy through the use of formal and informal observations
- Continue with literacy based professional development
- Increase Literacy Committee members
- Provide parent workshops to develop literacy at home
- Equity ensures that fair and inclusive education is available to students so that their diverse learning needs, personal situation and/or social circumstances are not an obstacle to achieving their educational potential.
- Each student is engaged in meaningful learning that is appropriate to his or her abilities that takes place in the most enabling environment.
- Each staff member has the ability to meet the diverse needs of all students.
- Each student is able to access the supports and services they need to achieve success.
- Expand use of learner profiles.
- Collaborate with community support services to provide appropriate services for students and staff.
- Continue a universal approach to intervention for students with diverse needs.
- Develop school profiles to inform the allocation model.
- Overall agreement that students are safe at school, learning the importance of caring.(AE)
- Survey result scores for equity measurements by students, parents and staff. (RDP)
- Each student will experience an empathetic equitable inclusive culture in all classrooms in the school.
- Each staff will build capacity in fostering resiliency in every classroom.
- Each student will have access to the supports they need to be successful in the school.
We strive at Glendale to ensure every one of our students feels connected and safe at school. Our school culture revolves around an indigenous medicine wheel model we call the HOPE Wheel. HOPE for us is an acronym for “Health/Opportunity/Privilege/Education.” We feel strongly that each one of these four contexts is paramount to student success, and we strive to ensure that our students feel fully supported within them.
Surrounding the word HOPE in the middle of our HOPE Wheel are the four pathways or directions. In the east we have Respect, the south Understanding, the west Relationships and the north Responsibility. As students travel the path of the HOPE Wheel, they learn why each of these pathways is important, and with our help, they learn how to navigate their way around the HOPE Wheel towards becoming healthy, happy, well-adjusted and smart young people.
The HOPE Wheel also forms the basis of our student support model with each of the directions representing a different support context. In the east we provide administrative support for students struggling with behavior. In the south, we provide learning assistance support. In the west, we provide counseling support, and in the north through a synthesis of counseling, administrative, learning and community liaison support, we are able to focus on the development of resiliency in our students and also in their families.
We see our students at the center of the HOPE Wheel surrounded by the four pathway support domains. We also perceive that teachers and other school support personnel are able to support our students from that same central location on the HOPE Whee. They deliberately focus on providing optimized and purposeful support that is child centered and based solely on creating healthy kids who are presented with diverse opportunities to succeed and all the privileges that learning and growing at Glendale is designed to provide.
In 2015/16, the following efforts were initiated to maintain a safe and caring Glendale school environment, one where kids learned the importance of caring for others, how to respect others and to ensure that all were treated fairly at school:
- Introduced the HOPE Wheel support context with particular focus on “learning stories”
- HOPE is an acronym for Health/Opportunity/Privilege/Education
- The HOPE Wheel symbolizes our student support context in representation and extension of the RDPSD Pyramid of Support framework
- The HOPE Wheel leverages an indigenous medicine wheel learning model, and focuses teachings in the four directions representing Respect, Understanding, Relationships and Responsibility
- Created, introduced and applied a Comprehensive School Guidance and Counseling protocol for all staff and students
- Focused all staff toward the nurturing of positive health, creation of opportunity, formation of privilege and facilitation of engaging and purposeful educational environments
- Created and implemented various assessment measures designed to observe and track students within the HOPE Wheel context:
- Connect the Dots Assessment, Online Student Tracking Form, Collaborative and Proactive Solutions Inventory (ALSUP- Assessment of Lagging Skills and Unresolved Problems), Learner Support Plan Template
- Paired each class with a vertical mentor partner class
- Each grade from kindergarten to grade 4 is paired with a partner mentor class from one of grades 5-8. Mentor partners engage in cross-aged and cross-curricular learning activities in addition to social activities designed to support citizenship, healthy active living, community extension and philanthropy
- We represent the United Nations Educational Scientific and Cultural Organization as an Associated Schools Project Network affiliated school in Canada. We focus on the four UNESCO Learning Pillars of “Learning to Know, Do, Be and Live Peacefully with each other. We frame our UNESCO ASP Net engagement in an equity building context. School projects reflect the diverse nature of our students, staff, families and community. All projects are designed to teach kids about equity in authentic ways. Projects examples range from:
- Providing food for kids through partner agencies like the Salvation Army Backpack program and our local breakfast program
- Fundraising to ensure economically disadvantaged kids are able to fully participate in school activities and clubs
- Community outreach in support of agencies like the Red Deer Food Bank who help some of our disadvantaged Glendale families
- Glendale “Peace Keepers” peer to peer mediation team, etc.
- Formation of a school based Equity Committee
- Members represent a diverse group of Glendale family members; professional and paraprofessional staff, students, parents, school council and administration
- Our work revolves around the concept of “interculturalism” and addresses te imperative to know and understand ourselves, and those around us
- A sustained effort supporting the evolution of our school based Equity Committee
- Share our HOPE Wheel support context far and wide with a particular nod toward how we use it to frame what each individual student needs from different service providers at Glendale
- Maintenance of our UNESCO ASP Net status as an affiliate school with an eye toward applying for full accreditation with our existing local partner and national partner schools, and the pursuance of one global partner to extend our network
- Continuation of our focus on the UNESCO Learning Pillars
- Expanded utilization of our upper elementary and middle school students in the role of mentors for our younger students
- Maintenance of existing, and creation of responsive, new projects designed to support, exemplify and create different equity contexts
- Creation of a Glendale Sciences and Technology School edcamp series for parents designed to work directly with them in a workshop format addressing issues of importance surrounding the equity imperative
- Expanded speakers series in our Story Cafe addressing topics and issues relevant to the equity imperative
- Continue working on building positive collaborative teams at grade and division levels working together to support our student learning in the school.
- Continue to build capacity in collaborative problem solving, integrated resiliency skills and other models to move us to 21 resiliency rooms supporting our students.
- Work on strategies to ensure classroom support using a our comprehensive LAT model and Pyramid of Support to support programming, equity and inclusion in every classroom in the school.
High School Completion and Transitions
- School is about creating life chances for students. The journey to high school completion and successful transitions after school begins the day students enter school and continues until the day they earn their diplomas or certificates.
- Students acquire the competencies needed for a changing and dynamic future.
- Students complete high school making successful transitions to lifelong learning, careers and active citizenship.
- All students from K to 12 are supported with the goal of high school completion and successful transitions.
- Implement year two of REFRESH, a local response to the transformations occurring in education in Alberta including, Curriculum Redesign and Moving Forward with High School Redesign.
- Support instructional design in schools to develop capacity with teachers to implement cross curricular competencies.
- Implement interventions to increase attendance across all grades.
- Examine career exploration and development activities across K to 12.
- Expand partnerships with post-secondary institutions.
- High school completion rate of students within three years of entering Grade 10. (AE)
- High school to post-secondary transition rate of students within six years of entering Grade 10. (AE)
- Students identified with attendance issues. (RDP)
- Suspension rates. (RDP)
- Overall agreement that students model the characteristics of active citizenship. (AE)
- Overall satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology and health and physical education. (AE)
- Survey result scores for completion measurements by students, parents and staff. (RDP)
- Using Inquiry as our focus, refine and define the requirements of the field studies programs at all grades.
- Support and encourage Inquiry-based learning school-wide as we move toward a disposition of inquiry in all classrooms.
- Support and encourage building further capacity in using technology seamlessly and strategically in the classrooms.
Glendale has continually tried to broaden the scope of the various program of studies. With its heavy focus on Sciences and Technology it modelled comprehensive field studies and inquiry based pedagogy. A heavy focus on literacy was successful initiated and implemented. Looking forward, we are revisiting what are our values and beliefs are towards being a Sciences and Technology School which will guide our focus in pedagogy and program of studies.
There is an overall satisfaction with the breath of programs and activities that are occurring at Glendale. The staff also works incredibly hard at creating meaningful and engaging “Glendale Only” activities in their field studies and school wide activities. As anticipated, our staff has the highest expectations towards what we believe our students have, gained or will need to be successful in transitioning to Secondary School. As a staff - we never reach our ideals however strive towards them. To better prepare our students, we will be heavily focusing on literacy and numeracy competencies moving forward as well as increasing our understanding and capacity to properly benchmark in each. This will drive our Pyramid of Supports as well as aid in our internal transitions as well as transitioning our Grade 8s to Thurber.
Glendale implemented and is continually improving its use of collaborative and proactive solutions as a tool to de-escalate and support positive student behavior. Staff professional development (refresh) and improved and automated data collecting methods with enable deeper more meaningful reflection and system improvements.
With our continued progress in implementing the Pyramid of Support and working more efficiently as a learning support team we should be able to identify and intervene on these students in a timely manner. Automation in our PowerSchool and in the way we request tier 2 and tier 3 supports has increased efficiency and continues to support more meaningful and purposeful interventions.
The joint efforts of our Community Liaisons Worker and School Counsellor will provide our student body with more purposeful support outside the school and in areas previously inaccessible (family, parenting, child wellness and nutrition, etc.)
We are also continually refining the following:
- Defining the requirements of a true curriculum-based field study then develop a Google form to share, record and track field studies.
- Support staff as they build capacity in Inquiry based instruction.
- Support and encourage continued development of cross curricular competency based Inquiry projects like our cardboard challenge, egg drop, science fair, edible landscaping project and solar green house project using our community connections.
- These are strategies and performance measures that cut across literacy, equity and completion.
- Provide diverse opportunities for real and meaningful stakeholder engagement that is focused on student success.
- Continue implementation of the Regional Collaborative Services Model.
- Implement the Supports for Students Model.
- Implement a Comprehensive School Guidance and Counselling Model.
- Continue to support Learning Assistance Teams to ensure a focus on First Nations, Metis and Inuit (FNMI) students, diverse learners, literacy, numeracy and competencies.
- Implement a district-wide comprehensive school health strategy.
- Develop a plan to support the implementation of the provincial Learning and Technology Policy Framework.
- Increase targeted analysis and support of Provincial Achievement Tests, Student Learning Assessments and Diploma Exam results by subject areas and schools.
- Overall satisfaction with the quality of basic education. (AE)
- Overall percentage of stakeholders indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. (AE)
- STARS (Student Tracking and Recording System) data for FNMI and targeted learners.
- Continue the use of transition sheets as students move through the school. Explore the use of eportfolios via FreshGrade.
- Increase targeted analysis and support of Provincial Achievement Tests by subject areas.
- Further develop and implement our understanding of the Pyramid of Support and Learning Support Teams.
- Continue to work with our Community Liaison Worker on building resiliency school-wide using resources from the resiliency project and the Learning Team model we have in place.
- Support our LAT staff as they take on the roles of ID teacher and FMNI resource teachers for the school.
- Heavy focus on literacy and numeracy interventions.
- Revisiting the vision and understanding of what it means to be a Sciences and Technology School.
Red Deer Public Schools
Budget Report for Glendale Sciences and Technology School
For the Period of September 1, 2016 to August 31, 2017
Program Allocations $2,414,538
Program Fees 7,000
School-Generated Revenue 27,992 District & Misc. Revenues 515,848
Total Revenue $2,965,378
Certificated Staffing $2,284,813
Classified Staff 439,066
Miscellaneous Staff 29,765
Technology, Furniture & Equipment 31,030
School Generated Expenses 100,992
Total Expenditures $2,965,378
Net Surplus $0
Prepared on October 7, 2016