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Instructional Leadership Team…

How Are We Doing …

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SD 48: Sea to Sky�Students love to learn here!

�Multi Age Groupings…

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SD48 Education Plan Refresh...

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Board of Education Presentation

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Background Information

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Board of Education Policy 101

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Big Ideas

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Assessment Evidence

Action Planning

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Conclusion

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Education Plan Refresh:

Pathways to Learning

�Collaborative Models of Support…

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Background Information

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Current Results and Digging Deeper

Methodology for Refresh Process

• Collection of information over time
• Current research, community input, staff perspective
• Stakeholder synthesis
• What you can expect to see …
• Mostly the same
• A few additions or points of clarification
• More explicit detail about “safe, purposeful, powerful learning environments”

Education Plan Refresh:

Pathways to Learning

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Celebrating Current Results and Digging Deeper for the Next Level of Work ...

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Every system is perfectly designed

to get precisely the result it’s getting.

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Tony Wagner

Change Leadership, 2005

Celebrating Current Results and Digging Deeper for the Next Level of Work

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Instructional Leadership Team…

How Are We Doing …

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Instructional Leadership Team…

SD48 Suspension Rates Over Time …

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SD48 Suspension Rates Over Time ...

Pathways to Learning�Digging Deeper

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Instructional Leadership Team…

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Instructional Leadership Team…

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Instructional Leadership Team…

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Instructional Leadership Team…

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Instructional Leadership Team…

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Instructional Leadership Team…

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Instructional Leadership Team…

Pathways to Learning�Methodology for Education Plan Refresh

Over time, we have involved a range of experts and stakeholders to ensure our Pathways to Learning Education Plan is relevant to the current global educational context, consistent with wider policy and change mandates, understandable and achievable, adaptable, and translates into evidence based best practices to enhance student learning.

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External experts and stakeholders include, but are not limited to:

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• Researchers (Monique Gray Smith, Dr. Peter Liljedahl, Dr. Judy Halbert, Dr. Linda Kaiser)
• University Faculties (TELP, NITEP, BCCAT, UBC-O)
• Affiliated Associations (FNESC, Dogwood 25 Society, BCSSA)
• Other Jurisdictions (Kamloops, Kelowna, Mission, Delta, Vancouver)
• Other Countries (China, Finland, France, Chile, Brazil)
• BC Ministry of Education

Pathways to Learning 2012 to 2019

Collection of Information Over Time

Local focus groups and stakeholders include, but are not limited to:

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• Implementation Day Sessions (School Leaders, Teachers, Support Staff)
• Education Leadership Team Sessions (Formal District and School Leaders)
• Instructional Leadership Team (Formal Teacher Leaders)
• Shared Learnings and Assessment Committees (Informal Teacher Leaders)
• SSTA Professional Development Alignment (Shelley Moore, Natasha Tony)
• School Team Professional Learning (NOII, Rural Schools Project, TELP, Harvard)
• Partnerships with Other Districts (UBC-O Rural Schools, Coast Metro Sessions)
• BC Ministry of Education Committees (CSL Pilot, Curriculum Writing)

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Pathways to Learning 2012 to 2019

Collection of Information Over Time

We gathered:

• Research
• Input Surveys
• Staff Professional Perspective

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We hosted:

• Stakeholder Synthesis Process (6 Students, 6 Parents, 5 FN Community, 3 Support Staff, 23 Teachers, 12 School and District Leaders, 4 Trustees)

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Pathways to Learning 2012 to 2019

Collection of Information Over Time

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Refresh Advisory Team Intentions

As the SD48 Refresh Team, our intention for our time together was to:

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Enhance our current education plan to include some more explicit details of our current work, and to heighten the focus on and understanding of our next level of work.

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We did this by:

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• analyzing our current results, input from the community, and research;
• collaborating to synthesize our understandings into the plan; and,
• presenting out our refreshed plan.

Guidelines for Our Work

Three Tenets

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Isolation to Collaboration

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Reaction to Purpose and Focus

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Compliance to Engagement

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• Tony Wagner, Change Leadership, 2005

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Pathways to Learning as Our Touchstone

Our current Education Plan remains the ‘touchstone’ for our work.

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• Mostly the same
• A few additions or points of clarification
• More explicit detail about “safe, purposeful, powerful learning environments”

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We acknowledge that any plan must be a living document which is iterative in nature to respond to new and important information.

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Pathways to Learning Refresh

What You Can Expect to See

Pathways to Learning�Board Policy 101

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Pathways to Learning Refresh

Board of Education: Policy 101

• included as Preamble to Pathways to Learning
• Same: Introduction from the Chairperson of the Board of Education

(updated)

Board Vision, Mission, Values, and Guiding Principles (updated)

• New: SD48 Neuroscience Research Analysis

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• Eight educators attended the Learning and the Brain Conference in 2017

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• They were tasked with synthesizing their

learning into meaningful principles to support

Pathways to Learning

SD48 Neuroscience Research

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• Learning involved emotion and motivation
• Meaningful learning takes patience and time
• Brain systems are actively engaged in narratives about meaning
• Meaningful learning can be experienced and demonstrated by all
• Brain development is impacted by the environmental setting

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SD48 Neuroscience Research

Pathways to Learning�Big Ideas

and

Enduring Understandings

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Our Common Goal for Educational Excellence

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We will create safe, purposeful and powerful learning environments in order that all students can think critically, create, collaborate, contribute and learn.

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SD48 Medicine Wheel &

Ministry Core Competency

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SD 48 Ministry

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Highlights of Alignment

SD48 Medicine Wheel &

Ministry Core Competency

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SD48 Enduring Understandings

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Safe, purposeful, and powerful learning environments require the enduring understandings that:

• inclusion is a basic human right;
• diversity is a strength that benefits everyone; and,
• personalization is essential

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SD48 Enduring Understandings

From Exclusion to Teaching to Diversity

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SD48 Enduring Understandings

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Diversity is a Strength

Biodiversity in the natural world creates stronger, sustainable, and more resilient ecosystems. Similarly, diversity in human life benefits everyone. All students contribute to deeper learning through their unique gifts, needs, life experiences, identities, values, attitudes, and perspectives. We will design for diversity to create natural extensions and enrichment of learning, binding students in their interconnectedness, while creating new understandings and values, balancing tensions and dilemmas, and collectively taking responsibility for forward action.

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SD48 Enduring Understandings

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Personalization is the Way

Future-ready students will need to develop and exercise agency in their own education and throughout life. Agency is supported by a personalised learning environment focused on empowering students to design their own authentic learning projects and processes. Students and teachers co-develop individual and group learning plans to build on students’ interests, goals, reflections, and learning needs. Personalized learning also encompasses place-based, experiential learning influenced by the local environment, local protocols, and an individual context. We will strategically design for personalized instruction, assessment, and structures to include each student and enhance the benefits that diversity offers everyone.

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SD48 Enduring Understandings

Pathways to Learning�Education Assessment Plan

SD48 K-12 Assessment Plan

What will convince us that SD48 students are developing the competencies outlined in our Pathways to Learning Education Plan?

SD48 K-12 Assessment Plan

K-12 Assessment Committee:

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• representatives from all schools
• meets 3-5 times each year
• sub-committees
• provides input
• collaborative process

SD48 K-12 Assessment Plan

Draft K-12 Assessment Plan Outline:

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• Education Plan
• Key Understandings and Procedures for Quality Assessment
• K-12 Assessment Plan
• Learning as a Process
• Learning as a Foundation
• K-12 Communicating Student Learning
• Pilot Project

SD48 K-12 Assessment Plan

Learning as a Foundation, in the context of our K-12 assessment plan, refers to the development of foundational skills, including Literacy, Numeracy, and Self-Regulation. Schools are provided with a timeline for these annual assessments. Some assessments include support for teacher co-planning.

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Learning as a Foundation

SD48 K-12 Assessment Plan

Learning as a Foundation...

• Early Learning Protocol (K-1)
• Early Numeracy Assessment (2)
• Numeracy Assessment (5,8)
• Reading (3,5,8)
• FSA (4,7)
• Grad Readiness Data (10-12)
• Writing (3,6,9)
• Provincial Graduation assessment
• Grade 10 (Numeracy and Literacy)
• Grade 12 (Literacy)

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SD48 K-12 Assessment Plan

Learning as a Process, in the context of our K-12 assessment plan, refers to the many approaches students and teachers employ in the development of the core and curricular competencies. These processes include but are not limited to:

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• setting personal learning targets;
• archiving and/or curating evidence of learning;
• student self-assessment of the core competencies; and,
• tracking growth and development over time

Learning as a Process...

SD48 K-12 Assessment Plan

Learning as a Process

• Early Development Instrument
• Middle Development Instrument
• Student Learning Survey
• Our School Survey
• Elementary Years Capstone
• Middle Years Capstone
• Graduation Capstone
• Student Self Assessment of Core Competencies
• Four Blankets
• Digital Portfolio: My Action Plan (CAP)

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Learning as a Process

SD48 K-12 Assessment Plan

Digital Portfolio

• Warehouse
• - students to store / archive their work samples

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• Digital Portfolio
• MAP and CAP
• Self Assessment of the Competencies
• Four Blankets

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Why...

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Digital Portfolios “...are a way to generate learning as well as document learning" (Basken, 2008)

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“...are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation” (University of Waterloo, ePortfolios Explained: Theory and Practice)

�How…

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They generate learning by providing an opportunity and virtual space for students to critically assess, reflect on, and make connections with their learning and experiences.

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What Does The Research Say?

Start with the Why

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2. Portfolios facilitate effective assessment

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Each time a student contributes material to their portfolio, they provide a snapshot of where they are in their learning journey.

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1. Portfolios encourage students to become self-directed learners

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Student-driven portfolios promote ownership and self regulation. �Identifying areas that need improvement helps develop a growth mindset.

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MAP...My Action Plan

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4. Portfolios prepare students for opportunities beyond school

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Portfolios encourage students to reflect on their past learning. This process of self discovery and reflection helps students hone in on competencies and areas of interest that can translate into opportunities.

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3. Portfolios promote productive � communication

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Communication of student growth and learning can be improved through digital portfolios

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The Ripple Effect of Resiliency

Monique Gray Smith

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Four Blankets

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A Review of the Medicine Wheel

Five Competencies’ descriptors through the Grades 4-9 MAP with a focus on LEARN

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MAP...My Action Plan

Pathways to Learning�Strategies

and Structures

Intentions:

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• To contemplate next steps in our Ed Plan based on the research to identify STRUCTURES which will deeply impact student learning and competency development

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Structures for Student Learning

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Making it so

Our goal is to bridge the 2012 Ed plan

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In 2012 we had...

• six pathways;
• professional learning plans; and,
• structures (CMOS)

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In 2019 we propose to include structures that...

• impact student learning;
• are explicit; and,
• include professional learning (adaptive expertise)

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The Structures that arose from the work

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Structures to Enhance Student Learning

• Physical Learning Environments
• Groupings
• Scheduling
• Equipment and Resources
• Parent and Community Partnerships
• Adaptive expertise in professional learning
• Collaborative Model of Support

Physical Learning Environments

• Allows students to access what they need when they need it
• Place-based learning

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Heterogeneous and Flexible Groupings

• Positive effects on brain development, learning, and competency growth

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A Review of the research

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Scheduling

• Personalized, flexible, student-centered and focuses on a sense of belonging and student choice
• Learning through exploration and inquiry, and benefit from intentionally designed prosocial development

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Equipment and Resources

• Students have the tools they need to meaningfully access, investigate, produce, and archive evidence of their learning
• Self-directed and seamlessly integrated

Structures

Parent and Community Partnerships

• Blankets of Resilience: bridging the family and the school
• Sense of belonging
• Communicating Student learning

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Collaborative Model of Support

• Allows teachers to access support for diversity of classroom needs
• The new curriculum documents require educators to collaborate

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Structures

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Adaptive Expertise

• Adaptive Expertise infused in Professional learning plans
• Professional learning is not JUST Adaptive Expertise
• Professional learning as a part of the day to day
• ILT, CMOS, Learning Plans, Inquiry, Curriculum Implementation time, etc.

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Adaptive Expertise

Pathways to Learning

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Conclusion

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• Need a motion to consider approval of this refreshed education plan
• Will come back to board with Policy 101 and recommended updates to high level board direction
• Will build and follow through with a communication plan

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Thank you

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Merci

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kukwstuḿúlhkaĺap

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Chen kw'enmántumi