AISI Annual Report 2011-2012

1. AISI Annual Report 2011-2012 Chinook Center School 4931 52nd Street Innisfail, Alberta T4G 1W6 403 227-0170 403 227-0173 (fax)

2. AISI Alberta Initiative for School Improvement Chinook Center School

3. School Goals Year One: To better understand “critical thinking” and determine various strategies that can be used when implementing critical thinking into our classrooms. Year Two: To continue to develop our understanding of critical thinking and implement it into classroom. Year Three: To have critical thinking become common practice in the classroom and to find new ways to implement it and keep it fresh for the students and teachers. We would like to be able to have the same opportunities to meet as a staff to keep our focus. Chinook Center School

4. Parents: Accountability Pillar Chinook Center School

5. Parents: Accountability Pillar Chinook Center School

6. Parents: Accountability Pillar Chinook Center School

7. Parents: Accountability Pillar Chinook Center School

8. Teachers: Accountability Pillar Chinook Center School

9. Teachers: Accountability Pillar Chinook Center School

10. Teachers: Accountability Pillar Chinook Center School

11. Teachers: Accountability Pillar Chinook Center School

12. Teachers: Schollie Survey Chinook Center School

13. Teachers: Schollie Chinook Center School

14. Students at work… Chinook Center School

15. Students: Schollie Survey Chinook Center School

16. Students: Schollie Chinook Center School

17. Focus Group Data: • How do your students use assessment feedback to improve their learning? Chinook Center School • edit and add in details in writing and drawings • mostly “on the spot” in Kindergarten as they are engaged in an activity • or interaction • helps to rework ideas or processes • focus attention on one area or skill • in gym they work towards their own personal • best • positive feedback encourages them to continue • good behaviour or skill development • reinforces good behaviour • and modeling leadership

18. 2. How do YOU use assessment feedback to guide further instructions • refocus on certain areas • use student self assessment sheets to guide instruction • use oral self-assessment • ie. thumbs up – get it, • thumbs sideways – kind of • thumbs down – no clue • move on when success is achieved, if not, instruction is modified • form small groups with similar needs/interests, • for reteaching or extra-practice • -one on one time Chinook Center School

19. Focus Group Data: • What do you see or hear that lets you know your students are engaged in the classroom? Chinook Center School • eyes on teacher • not wanting to go out for recess because they are enjoying what they are doing • chatter on task • quality work • smiles and laughter, cheering, hooting, hollering • enthusiastic ie. fist pumps • hands up for questions or to share • bringing info, books from home • kids excited to share with parents • staying on topic and not wanting to move on • continuing to talk on breaks and at recess • a quiet “buzz” • attentive faces • body language

20. 2. Thinking about instructional and assessment practices, what do you do to facilitate such engagement? • teacher enthusiasm • grab attention with prompt, picture, clue, KWL • follow kids’ leads to branch out and relate back to topic • kid relevant topics/themes • try to scaffold instructional games/skills/activities so that everyone can be successful • incidental learning, be “in the moment” • use the “Rocks” of the curriculum • use of hands-on activities; inquiry • student input and survey results • develop fun or lead up activities that develop skills • use various manipulatives and equipment to intrigue • clear and concise directions • buddy projects with the older grade • paying attention to student signals • be interested in the topic; passion of the teacher • working one-on-one…take input from the students • careful planning Chinook Center School

21. Focus Group Data: • 1. How is technology enhancing student learning and engagement within your classroom? Chinook Center School • helps bridge learning done at school with the home • follow live happenings; ie. war, birds hatching, penguins • educational games, students learn through play • real-time learning; look up information • gives students hands-on experiences • use software as demonstration • alternative ways to communicate and share • kids interested in computer use-engagement • the technology itself engages students

22. Focus Group Data: • 1. How do you know what is expected of your child in relation to his or her learning? Chinook Center School • the flow chart received at the beginning of the year to see the curriculum at a glance. • report cards at the end of each semester) feedback as to what they should have known. • as they get older they are more aware (K-1 Is hard to • know what to expect and where they need to be) • parent/teacher relationship is key because they give the • good and bad for their kids. • SOS books – keep an open line of communication • Supervision – great to talk while standing out watching • out watching the kids play.

23. 2. How do you know how well your child is doing and what needs to be done to improve his or her learning? • parent teacher interviews…opportunities to meet again • more feedback more often from the teachers • assume there is nothing wrong if you do not hear, would be good to hear the positives as well • make a list of the things we have within the school (ie. ELI) so the parents are aware of the programs available within the school if their children are struggling or thriving. • frequency of feedback, like to know beforehand rather than only at report card times Chinook Center School

24. Focus Group Data: • 1. What engages your child at school [in terms of their learning]? • hands on activities • technology • interest in the subjects • Movements (DPA - for Kinesthetic Learners) • table/desk set-up…work together and encourage each other through discussion, projects, seat work etc. • open concept of the school – involved in the whole school • atmosphere, aware of what is going on in each grade/ • group/classroom. • life applicable stuff – relate back to their own life • experiences • lots of different tools (Smart boards, dry erase) rather • than simply paper pencil worksheets….the more • movement the better! Chinook Center School

25. 2. What can we further do as a school to increase student engagement in their learning? • mentoring of big kids with younger kids • allow more creative sides to explore their creativity more than just during Project Time (more music, painting etc) • more movement during the day • “fidgets for your digits” (sponge balls, stress balls for anxiety or stress etc.) • gymnic balls rather than chairs during seatwork • family focus – being aware of the family situations and what is going on in their home life • teach the students how to deal with other students, what to do when certain situations arise in the classroom • real life coping skills – makes them better • citizens and gives the kids a tool they can • use whenever they need to • incorporate water – encourage them to drink water • and keep hydrated and replenished throughout the • day (no limits on water fountain breaks) Chinook Center School

26. Focus Group Data: • 1. How does your child use technology to enhance his or her learning in school? Chinook Center School • online math websites that carry home from school • comfortable working on projects such as Power Points • most are very comfortable with technology • it is a great learning tool if used correctly • sometimes technology is overused and can be • dangerous (Facebook and Youtube) needs to be • monitored (downside of having technology so young) • feel that computer use is quite safe at school • glad to have computers taught at school • computer use is limited…so still learning the • “important” subjects

27. 2. What concerns do you have about your child using technology in the classroom and how can the school address these concerns? • awareness – making kids aware of what all is out there • Ipods – how to use them properly and when to use them and not give in to peer pressure • supervision when students using technology, sometimes technology is overused and can be dangerous (Facebook and Youtube) needs to be monitored (downside of having technology so young) • should get together a parent newsletter to make everyone aware of the filters and boundaries within the school, how to block on Ipods etc. • it’s breaking down education – spelling, cursive writing is gone…unable to write names and don’t have signatures for things like passports • parent evening of digital citizenship…everyone on the same page • need to share with home more of the websites that are being used at school • Proper Lingo vs. Slang in terms of the short slang forms used in texting then transferred into their learning • not letting technology overtake their learning • realization of who is sitting on the other end of • the messaging – make them aware – once it is out • there it’s out there and there’s no taking it back Chinook Center School

28. Focus Group Data: • 1. How do you use assessment feedback to improve your learning. Chinook Center School • Learn from mistakes • helps me practice more • I know when I’m doing something wrong • If there is a good comment on something, it makes • you want to keep doing that • it helps us watch what we are doing more • it tells us that we are trying • it tells us that we are learning • Push yourself harder.

29. Focus Group Data: 1. Describe what it looks and sounds like when you are interested [engaged] in what you are learning. Chinook Center School • we hear nothing • I hear quiet chatting when doing group work • we hear kids answering questions and they are listening and looking at whoever is talking • see people working • hear the teacher talking and see her mouth moving • pencils writing • Digging in caddies if you are colouring • SMART board pens being used and kids looking at the board • Pencil sharpener if doing a lot of writing • see people thinking • Keys tapping on computers • Sitting paying attention • Papers turning over • Everyone participating

30. 2. What makes it difficult for you to learn at your best? • People chatting, whispering and humming around you • People coming and going into the classroom • when the train goes by • banging on desks and tapping their pencils • people poking you with their pencils • distractions from outside on the window • someone trying to getting your attention • when people are noisy in other classrooms • when you are downstairs and people are stomping upstairs • kids shouting out answers • people bumping me when I’m trying to write • when others are in your space • movement • kids shouting “I’m done!” • interrupting each others thoughts • other kids trying to copy or look at your work • music on at home when doing homework • toys in your desk Chinook Center School

31. 3. What can we do to help your learning • using technology because it’s funner than just on paper • no second chances when it comes to being quiet - Watch the students that are talking and if it happens again move them the first time • studying more • helping us correct our words • not making everyone read out loud • keep explaining how to do the questions correctly • try to fun ways of making everyone like the work • have fun games to help us learn new things (ie. spelling and math games) Chinook Center School

32. Focus Group Data: 1. How do you use technology to help you learn? • helps us study • We did research for a few projects using the internet • We find math questions and games to learn • Smart board – brainstorming, spelling games etc. • used computers to create slideshows • the SmartBoard makes it easier for the teacher to • show us what they are going to teach us. • it helps us do some of our homework • read books online • math sheets, times charts • play educational games • brain-answer questions on tests • whiteboard Chinook Center School

33. Section G: Successes Students becoming more realistic on self-assessments, both positively and negatively. Students answering questions from guest speakers by giving evidence, without being asked or prompted. New school-wide Literacy Place Program purchased for next years implementation. Also purchased new Fountas & Pinnell assessment resources to go alongside our new literacy program. Strong foundation for collaboration with parents. Chinook Center School

34. Section G: Challenges Budget cuts took the focus off of our goals…unable to continue our collaboration withMaureen McDermid. Found it hard to find times to collaborate and meet with all staff members. A large portion of beneficial PD was only offered towards the end of the year…hard to take more time away from the classroom. Lack of parental participation in our surveys. Limited space. Chinook Center School

35. Next Steps: Training in Fountas & Pinnell Bench Mark Assessment Follow Fountas & Pinnell reading assessment through all grades Establish common meeting times regularly, for all teachers throughout the year Training in Literacy Place reading program Purchase of more leveled literacy books Chinook Center School