School Learning Plan
Spring Creek Community School
School Learning Plan 2020-21
Spring Creek Community School is located at the south end of the Resort Municipality of Whistler, BC.
Spring Creek serves, presently, 306 students, grades K-7, in 14 divisions. With Late French Immersion, we tend to be bigger in the intermediate grades, but that is changing as our numbers in primary are holding (144 last year, 138 this year) and our intermediates are decreasing.
Sept 30 Enrolment reduction:
2020 =306 attending (+6 home school/distance learning students)
Sept 2020 changes:
34 students left SCE since planning started in the spring.
25 new students have enrolled at Spring Creek
Transportation: Many students take one of 5 school buses. Few walk or ride bikes (more this year). A significant number of students arrive with their parents.
Teachers = 20,
Admin = 1 Principal, 1 Vice Principal,
Support = 7 EAs and 1 clerical assistant,
Itinerant = .3 counselling, .2 psychologist, .2 speech language pathologist.
Part 1: Big Ideas/Desired Results
Our Theory of Action:
If we teach self-reflective practice and develop student skills in observation, problem-solving and asking meaningful questions, we will strengthen creative and critical thinking in student learning.
Our School Learning Plan and our plans for Implementation Day have a focus on Indigenous ways of knowing, being and doing. Universal Design for learning suggests that adaptations for one are good for all and this is certainly the case in our findings. We need to find ways to enrich critical and creative thinking and to improve upon our reflective practice in our teaching and learning practices. These happen to align with some of the Indigenous Principles of Learning.
The following notes include some of the topics of discussion that may lead us to decision-making for Professional Development days and collaborative time we may use in order to develop our tool box for teaching and learning, in ways that will enhance reflective practice, personalized learning and emphasis on process over product.
-development doesn’t happen on a consistent trajectory like an upward line graph
-development doesn’t happen in isolation, by isolating skills
-students who are challenged are students who need access points, need to find their interest level, need us to value any form of representation they can demonstrate
-adaptations made for a student are helpful to a greater audience as well, adaptations are good for everyone
-metacognition is effective for everyone, so building reflective practice strengthens learning
-relevance, connections to self and world, authenticity all matter in their efforts to find ways to learn and represent knowledge
-process over product
Teaching and learning:
What teaching methods can we use to open up our practice for all ways of learning, being and doing?
Who do we have in our community to help us make more connections to all ways of learning, being and doing
What resources do we have that help?
4 Blankets, Monique Gray Smith
Powerful Understanding Adrienne Gear
What resources, collaboration time or workshops do we need to acquire?
Indigenous Ways of Knowing Being and Doing
Tanina and our video of the North
Tanina and drumming sessions in the morning
Use of OurSchool, Student Learning Survey, MDI (as available), FSA, and school created data (student competency data, SWW, letter grade scan)
Areas of concern arising from the OurSchool are…
- low responses around academic rigor, relevance, learning time, positive learning climate
- lower than average responses on positive teacher-student relationships, expectations for success, and advocacy outside of school: yet, we had a focus of Belonging last year.
- valuing schooling outcomes is low (87% of students in this school valued school outcomes; the Canadian norm for these grades is 94%) and this summarizes a variety of items from this survey. One theory is that this is the “implementation dip” of the multiage configurations. Time will tell as we have doubled down on this strategy, including the intermediate English program as well.
We remain curious about these, but also believe that our focus on personalization this year will impact this area of results.
Students will know which critical thinking skills they can use, and which new ones they can acquire.
Students will understand how to take responsibility for their learning and participate more authentically in their learning process
Staff will engage in strategy-sharing and professional development to gain further experience in developing students’ reflective practice and initiative in inquiry-based learning in their classrooms.
Part 2 How we’ll know how we’re doing
Early Learning Profile data (District)
School Wide Write
Student Competency Survey
Student classroom marks
Surveys from students
Direct Evidence to be collected this year:
Student self-assessment on competencies, additional survey this Fall as a follow up to last year’s survey.
Rubric or continuum of critical thinking that teacher teams can use for assessment within projects.
Class mapping meetings
Pro-D planning meetings
Collaboration meetings for team-teaching and Collaborative Models of Support
Part 3 Action Planning