Learning Today to Improve Tomorrow Division Planning Day December 2, 2014
Boar Board of d of T Truste ustees es Ward 1 Ruth Ann Furgala (Chair) Sandra Davies Ward 2 Penny Helgason Gladys Kohler Ward 3 Robert Arnason (Vice Chair) Brent Johnson Dianna Auer Ward 4 Jim Mosher Cheryl Zelenitsky
Outcomes for the Divisional Planning Day Listen to students, staff, parents and community members Consider some data, research and information Engage in reflective conversations on the purpose, products and processes of education Celebrate our strengths Identify our challenges and strategies to address those challenges
Agenda 9:00 am Welcome and Introductions 9:15 am Learning Today to Improve Tomorrow Appreciative Inquiry – School Presentations 9:45 am 10:15 am Refreshment Break Appreciative Inquiry – School Presentations 10:30 am Café Conversations – Round 1 (Colour Groups 1) 11:00 am 11:30 am Group Reports 12:00 pm Lunch (Gallery Walk) Student Panel – current and former ESD students 1:00 pm Café Conversations – Round 2 (Color Groups 2) 2:00 pm 2:15 pm Working Refreshment Break 2:45 pm Group Reports 3:15 pm Reflections 3:30 pm Adjournment
Introductions – Table Groups Introduce yourself Where are you from? What do you do? Why are you here? School was best for me when…
Evergreen School Division Profile Our school community is culturally diverse and consists of 1500 students in 8 schools located in four communities (Winnipeg Beach, Gimli, Arborg, and Riverton) extensive variety of curricular and extra-curricular programs safe and caring schools exemplary student services state of the art information and communication technologies outstanding curriculum and learning supports focus on citizenship, learning, well being and sustainability
Division Information Total Enrollment (as of Sept. 30, 2014) 1498 Employees Annual Budget (2014-2015) $20,212,099 Teachers, Principals, 121 Division Area (sq. km.) 2,424 Clinicians Number of Schools 8 Educational Assistants 58 Other Facilities 5 Secretaries/Librarians 18 Education Support Centre – Gimli TEC Centre – Gimli Custodial, Maintenance 26 Bus Garages – Gimli/Arborg Bus Drivers, Mechanics 26 Maintenance Facility – Gimli Education Support 14 Number of Bus Routes 25 Centre/TEC Pupils Transported per day 1036 Distance Driven per day (km) 2518 Total 263 Trustees 9
Programs and Services • Junior K, Kindergarten, Early Years, • Aboriginal Academic Achievement Middle Years, High School • • Apprenticeship Career and Technology Studies • • Early Literacy Intervention/ Reading Student Engagement Grant Recovery Initiatives • • English as an Additional Language Basic French • • Band/Choir Arts Programming • Student Voice/ • Guidance and Counselling Evergreen Student Council • • Resource Programming Effective Behaviour Supports • • Curriculum, ICT and Behavior Information and Communication Consulting Supports Technologies • • School Community Liaison Fibre Optic/Broadband Network • • Speech and Language Pathology Distributed (online) Learning • Occupational Therapy/ • Sports Programs/ Clubs Physical Therapy • • Resiliency/Restitution Programming International Students
School Enrollments As of September 30, 2014 Arborg Arborg Early/Middle School (K-8) 236 Arborg Collegiate (9-12) 117 Gimli Sigurbjorg Stefansson Early School (K-4) 219 Dr. George Johnson Middle School (5-8) 222 Gimli High School (9-12) 306 Riverton Riverton Collegiate (8-12) 123 Riverton Early/Middle School (K-7) 138 Winnipeg Beach Winnipeg Beach School (K-7) 137
Enrollment Trends (10 year) 2000 1750 1703 1679 1671 1671 1663 1621 1598 1588 1543 1498 1500 1250 1000 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Vision, Mission, Values, Beliefs “Our Foundations” The Evergreen Board of Trustees, in consultation with stakeholders, identified and approved new Division Foundations for Evergreen School Division in 2009.
Vision “Learning Today to Improve Tomorrow” Mission Evergreen School Division will engage students in learning to become contributing citizens of a democratic society. Core Values 1. Students Come First 2. Learning is Our Core Purpose 3. Public Education Serves the Common Good
What Kind of Citizen? Personally Participatory Citizen Social-Justice Oriented Responsible Citizen Citizen • • • Acts responsibly in Active member of community Critically assesses social, their community organizations political, and economic • • Works and pays taxes Organizes community efforts to structures • • Picks up litter, recycles, care for those in need, promote Explores strategies for change Description and gives blood economic development, or to that address root causes of • Helps those in need, clean up environment problems • • lends a hand during Knows how government Knows about social movements times of crisis agencies work and how to effect systemic • • Obeys laws Knows strategies for change • accomplishing collective tasks Seeks out and addresses areas of injustice • • • Contributes food to a Helps to organize a food drive Explores why people are hungry Sample Action food drive and acts to solve root causes • • To solve social problems and • To solve social problems and To solve social Core Assumptions problems and improve improve society, citizens must improve society, citizens must society, citizens must actively participate and take question and change established have good character; leadership positions within systems and structures when they must be honest, established systems and they reproduce patterns of responsible, and law- community structures. injustice over time. abiding members of the community.
If schools are able to teach young people to have a critical mind and a socially oriented attitude, they will have done all that is necessary. Students will then become equipped with those qualities which are a prerequisite for citizens living in a healthy democratic society. Albert Einstein
Sustainable Development and Responsible Citizenship “Sustainable Human Health Development can be and defined as Well-Being development that meets the needs of the present without • Quality compromising the of Life ability of future Economy Environment generations to meet their own needs” World Commission on Environment and Development , 1987
Student Voice and Engagement Evergreen School Division believes that student voice should inform decision making Formalized student voice structures • Evergreen Student Council • EAGLE (Aboriginal) • Student Representative on Evergreen Board • Student engagement in division planning processes “ESDSC believes in Participation in What Did You Do in communication, cooperation, and School Today? – national research care to facilitate change through study by CEA, now called Tell Them student voice.” From Me – surveys annually Participation in Resiliency Initiative - surveys annually
What does the research tell us about Learning and Student Success? Students who can’t read or perform basic numeracy by the end of Grade 3 will struggle in later years of schooling. Quality instruction has the greatest impact on student learning than any other school factor. Students with low engagement/low academic skills will likely drop out of school before graduation (trajectory starts at Middle Years). Students who miss credits at Grade 9 will have their chances of competing high school greatly diminished. a student’s level of intellectual engagement influences her learning and achievement. Positive relationships (adult and peer) are key factors in student engagement with school When adults focus on student strengths as opposed to deficits, student outcomes will improve
Student Engagement All Grades 4-12 students participate in Meaningful annual surveys participation in the life of the school Social Active participation A serious emotional and in the requirements cognitive investment in Institutional Intellectual for school success learning
2013-2014 Student “Flow” (Skill vs. Challenge) Anxiety Flow students feel students feel apprehensive interested or anxious and about successful learning Apathy Boredom students feel students find apathetic school work towards boring or of learning little relevance
Principles of Effective Teaching Practices Dr. Sharon Friesen, Galileo Education Network 1. Teacher are Designers of Learning - Inquiry 2. Make it Mean Something - Relevancy 3. Assessment as Feedback for Learning 4. Build Relationships with and between students 5. Improve Teaching Practices through ongoing professional learning in the company of peers
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