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Ecole Broxton Park School Ed Plan
1) Unique Features of Our School Include...
 * the different streams of MAP, FI, EE, REAL, etc.
 * CLICK program - work with onsite preschool, preschools within Parkland Community, home programs and with kindergarten students through out the division. The focus is not only related to the children but also parent education.
 * Students embrace diversity in age and abilities in an inclusive environment and recognize this to be a unique feature of their school

2) How We Define Success for Our Students..
 * contributing members of the school community, based on their personal strengths
 * happy and have a love of learning
 * Impact Society recognized our students for positive school culture, national award
 * Students accept others
 * Progress and reaching personal goals
 * Independence and interdependence

3) Going forward, how do you see us addressing the PSD Priority of **Developmentally Responsive Curriculum and Assessment**? 4) Going forward, how do you see us addressing the PSD Priority of **Citizenship and Social Responsibility**? > - Games > - Building snowmen and forts outside > - craft day > - Literacy focus activities (puppet play, drama, etc.) > The benefits are huge to staff and students. Staff got to see “wow – teaching k’s is harder than it looks” or “older kids can be such great mentors”. Student benefit in ways such as; they are less afraid of older students, builds tolerance for special needs; students began to look out for the members of their “Family” throughout the year. This needs to be done exclusive of "french or christian" programming in order to be inclusive for all. There are already many opportunities provided for addressing the aspects of the different programs. The focus for "Family Groups" is to develop a community based on experiences and opportunities to see "how are we similar?". 5) How is our school **organized** to meet the **needs of diverse learners**? 6) What are our recent **successes and achievements** in meeting the **needs of diverse learners**? 7) What are our **challenges** in meeting the **needs of diverse learners**? 8) Can you suggest any **school-based measures** (outside of PATs, Satisfaction Survey and Accountability Pillar) we might use to collect meaningful data about how we are doing with the following Alberta Education goals?
 * Considering student's learning styles/multiple intelligence/strengths/areas of need (based on previous formal assessments, IPP's, observations, etc). when deciding approaches to teaching various curriculum objectives and the ways of assesses to address these individual differences (Differentiated Learning) - one size does not fit all.
 * Balanced Literacy
 * Power of Ten
 * I feel that with a school as unique as Broxton, we would really benefit from “Family Groups”. Family Groups are created by organizing students into groups from across programs/grades to create multi-aged heterogeneous groupings. Each group had 8-10 students and EA’s either ran a group to were assigned to groups that had children that needed a higher level of support. “Family Groups” meet 4-6 times a year, often during times that are more relaxed "less curriculum focussed", such as following a reporting period or day prior to a holiday/break. During this 1-1 ½ hours sessions the possibility of activities are endless: eg. range of things from:
 * Leader in Me and continued work with PLCs on PD days
 * Advisory: move towards social action projects, community service involvement
 * Principle-Based Discipline: Respect, Responsible and Safe
 * Organized through the multiple tracks
 * I see increased confidence and increased comfort in staff when working with students that have identified needs.
 * Through the work of critical thinking and assessment I feel we are seeing increased differentiated instruction which allows us to meet the multiple learning styles of students.
 * Within CLICK and REAL individualized programming is important - whether that be life skills programming (cleaning, cooking, friendship skills), or programming for students in the most natural environment (preschools, home environments).
 * use of various technological devices as communication tools for our EE students, great gains in communication and therefore independence have been occurring!
 * there is evidence throughout the school of critical thinking,
 * students have become attuned to how they can help each other
 * students recognizing their own successes, talents, strengths, growths (ie. student-led conferences)
 * sense of student empowerment through inviting feedback and involvement from students (student blogging about issues, 7 Habits club, student focus group, EdModo for students to support each other)
 * Time, money, resources
 * working with staff to understand the needs of the students and how to program for them
 * working with staff in understanding that the IPP is a working document not just a document updated 3 times a year.
 * Time for collaboration with individuals - time for brainstorming strategies - ability to learn from one another and not just to be our own "island".
 * The focus must shift from "I teach the curriculum." to "I teach students." first. Eg. Assessment for Learning - Teachers need to know what students know, in order to figure out what they need to learn. Why waste time teaching if the students know it, or how can you teach a student that doesn't have the pre-requiste skills/knowledge? FLEXIBLE teaching styles is possible. There is no questions that is it involved time spent training students and high organization, but look at Balanced Literacy.
 * Keeping the numbers and compositions to classrooms reasonable in order for teachers to be able to program and meet the needs of the students as diverse learners.
 * Keeping support staff involved in teams and allowing both teachers and support staff time to collaborate and share professional development which has been powerful and applicable to their assignments.
 * Balancing the need to encourage students to support each other, but still respect the privacy of the individual's needs


 * a) **Success for Every Student**(proficiency with literacy and numeracy, preparation for the 21st century, meeting educational outcomes)
 * Balanced Literacy measures
 * Literacy and numeracy measures for the REAL program
 * Student self-reflection matches teacher assessment of achievement
 * Measure growth (portfolio and new report card)
 * Measure student engagement, entrepreneurial and ethical through anecdotals and observations
 * Student Data Notebooks
 * b) **Transformation of Education Through Collaboration**(access to programming and supports to enable learning, openness to new and innovative ideas, leadership and collaboration)
 * Consider how students learn then apply it to teachers. Some can hear it and change, some need to see it to change and some need to do it to change. All of the opportunities should be available based on the "teachers" individual needs. Some will need support, some with be independent, but all must realized that learning to teach is a journey not a destination. This is a profession where change is inevitable.
 * c) **Success for First Nations, Metis and Inuit Students**(FNMI students are engaged in learning)
 * Conflict resolution through the use of the Friendship Circle
 * Tie-ins to English, French and Art
 * Visits from members of the FNMI community, dancers, plan events
 * Measure level of awareness and respect of our students

9) Do you have any other specific feedback for us about strategies we might use to further our work at Broxton Park School?
 * I can understand why staff meetings where they are open discussions are challenging due to the large numbers, but I don't think they are impossible. I am not even sure if this has been done in the past. However, I feel that there are ways to involve more staff in decision making by having specific meetings regarding "key items" with procedures (time frame for discussion, how many opportunities to provide input - so it is not dominated by some, voting, feedback, etc.). That way regardless of the results everyone has had an opportunity for a voice and will comes to realize like children do - we may not always agree, but we can agree to disagree - and still respect the final decision. Staff meetings could start out with the whole with "NB items for the majority" and break into smaller groups for others.