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:

2018 =345

2019 =321

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. 

Staff

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


GUIDING INQUIRY QUESTION or GOAL STATEMENT



How can we teach thinking and creativity? How does that fit in with teaching the basics? How do I provide choice when I am concerned as a teacher about the “basics”?

 
 

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.


Points:

-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



Part A

Teaching and learning:


What teaching methods can we use to open up our practice for all ways of learning, being and doing? 

-Daily 5      

-Carousel  

-Writer’s Workshop  

-Story Studio 

-Active representation   



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

MAP

Powerful Understanding Adrienne Gear


What resources, collaboration time or workshops do we need to acquire?



Part B:

Indigenous Ways of Knowing Being and Doing

Tanina and our video of the North

Tanina and drumming sessions in the morning


PROCESS FOR DETERMINING AREA OF STUDENT LEARNING OF MOST CONCERN 

What reasons do you have for selecting this aspect of student learning for school improvement?

What process is used to review and revise your goal or inquiry?       

How are your staff, students and School Planning Team engaged in working on the School Learning Plan?

How does the school goal address learning for ALL (each) students?

Our process with the large data surveys was to take the results to staff first, through the data walk process. 


Our dive into the OurSchool, MDI, and Student Learning Surveys showed us that Creative and Critical Thinking are prime areas for our focused attention.  Create and Innovate is leading our current in-school survey as a strength, and Critical Thinking (followed by Collaboration is a close second) leads again, as the competency needing improvement. 


Staff and have participated in data review, and in conversations that led to our Theory of Action around creative and critical thinking. A next step is to use collaboration time to share teaching and learning strategies and resources that help us increase the level of self-initiated, self-reflective practices and go deeper into authentic projects to deepen our learning. 


DATA DASHBOARD OF

TRIANGULATED EVIDENCE

DESCRIPTOR

11-12

12-13

13-14

CURRENT

What does the large-scale data dashboard tell you about the achievement of ALL students in your school?

How are you comparing the various sources of data (triangulating) to shape your thinking and/or confirm your actions?


Competencies: last year students reported in the OurSchool Survey  that they are spending more time on Critical Thinking, yet still feel like that is the area where they need the most improvement, from our own competency scan. This year, the scan is now currently being conducted: early numbers show that CT is still an area to be worked on, but seems students are feeling less that this is the area for improvement. 


Given these broad responses, we continue looking to Pro Social Learning Environments as one structure that can address student concerns over safety, belonging, and anxiety. We have expanded from 4 to 6 divisions in a multiage configuration.


Safety at School is important. 51% indicated feeling unsafe at some time. This is a small increase from last year: Nearly half of our students last year said they’d been picked on at some time during the year. 


Belonging: Last year, between 30-40% of gr 4s felt like they did not belong. Up to 25% felt that no adult cared about them. And nearly 40% of gr 7s feel they don’t have an important person at the school. This is hard. We think we care, but what are we not doing that so many don’t feel that?  


This year, the OurSchool survey reports show a moderate improvement (68% saying they of high sense of belonging).


Anxiety: 19% (below Canadian average) of students reported feelings of moderate to high levels of anxiety. Last year, it was 24% (above Cdn avg). 


Real World Problems: students tell us they want to be challenged, and our own commitment to keeping it real in the classroom - leads to continue our press into the teaching-learning strategies that bring the real world into the classroom, and take the kids out of the classroom and into the real world.  


SPECIFIC GROUPS OF STUDENTS OF MOST CONCERN

When selecting your goal, which specific groups of students were of most concern? 

Which data convinces your team of this? 


DATA DASHBOARD OF

DISAGGREGATED EVIDENCE

DESCRIPTOR

11-12

12-13

13-14

CURRENT

How are you pulling apart your data to gain a deeper understanding of particular groups of students?

How are you tracking data over time to follow specific cohorts of students and/or trends in information?

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…

  1. low responses around academic rigor, relevance, learning time, positive learning climate
  2. 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. 
  3. 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.



DESIRED KNOWLEDGE AND SKILLS FOR STUDENTS AND STAFF

What will students know/understand and be able to do as a result of your school improvement planning efforts?

What will staff know/understand and be able to do as a result of your school improvement planning efforts?

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

SOURCE OF EVIDENCE

Key drivers of action

What information will convince you that your chosen instructional strategies to improve learning as a foundation and learning as a process are working?

How will you triangulate this collection of evidence to check for understanding? (Provincial? District? School? Classroom?)

How will you disaggregate important pieces to track information more deeply and for specific groups?

What information are teachers using to inform their instruction? 

Early Learning Profile data (District)

FSA (Prov)
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. 


Indirect Evidence:

Professional conversations

Class mapping meetings

Pro-D planning meetings

Collaboration meetings  for team-teaching and Collaborative Models of Support


Part 3 Action Planning


STRATEGIES AND STRUCTURES for LEARNING AS A PROCESS and LEARNING AS A FOUNDATION

1 What research have you considered in selecting your chosen instructional strategies and structures?


Background Information on Multiage Groups, Pathways Refresh articles related to classroom environment. Maintaining environments that both meet Covid criteria and support learning (multiple ways to work, lighting and texture considerations, de-cluttering vs creating spaces for multi-uses) and the practices we’ve adopted to make classrooms work safely are considerations we are balancing (favouring safety, of course. 


2 What instructional strategies and structures are currently working in your school?

 Instructional strategies: we continue to build our capacity in personalization

Goal Setting Sessions continue to give each student and parent with their teacher a chance to create and record the student’s learning goals. This will lead into students work on the MAP.


3 What new strategies or structures do you plan to use? Why?

Classroom environmental strategies. Research link:  Affecting the lighting, choice of textures within the classroom, varied seating options, movement friendly spaces are some of the changes we are exploring.

Reconciliation: We look forward to developing ties to the Squamish Nation. We learn on the shared territory of Squamish and L’ilwat Nations: there is not yet a connection to Squamish Nation at Spring Creek.


4 How do you monitor strategies and refine them as required?

Collaboration between teachers and CMOS/ILT, Pro-D share outs. check-ins at Staff meetings, ...



5 What is your professional learning plan for staff?

Writer’s workshop

Daily 5 (knowing your skills and how to push to reach higher, learn more), 

Powerful Understanding (Adrienne Gear), 

4 Blankets, 

True inquiry-based and high-interest level projects, projects related to real life issues, involving students in creating criteria and rubrics for projects. 

These centre-style strategies allow for one-to-one and small group conferencing/teaching/learning. 

Story Studio: incite imagination


Expert Infusion Opportunities: eg Literacy Assessment, Classroom management

Site Based Job Embedded Learning:  Inquiry based learning models for short and long term work in classrooms, with help from ILT, CMOS.

Sharing the practice of open-ended questions, interest-based projects, 

Healthy Choices program for sleep, health, anxiety, well-being ( * Health Promoting Schools?)

Continued learnings about Reconciliation, with deeper connections using the Four Blankets.

Continued learning about how the classroom’s physical space, layout, lighting, textures, etc impact learning for students.  

Staff Meeting Learning Feature: in each staff meeting we devote time to professional learning in support of our SLP.

Continue to build developmentally appropriate learning for all of our students around colonization and              pre-contact culture. 

Make more community connections and develop meaningful relationships within the community to gain understandings of Indigenous Perspectives.



6 How is your budget aligned with this School Learning Plan?

Students at the center of each class: We will continue ensuring that there are tables, couches, carpets available that are safe for school use. We are planning to replace our oldest iPads and deploy new ones to our primary classes. 


A budget line will allow us to get teacher collaboration time to plan for authentic projects that meet our Inquiry and our Theory of Action and to embed communication tasks within the authentic projects. 




7 How does the school goal address achievement for specific groups of students?

It opens up our teaching practices to have the student participate in having a voice and choice in representation of knowledge, to have the process of their work count significantly toward their results, and enables all types of learners to show what they know in multiple ways. As the students become more versed in this, they become part of the solution. As the teachers see more of this happening, they will become more open and creative in having students represent their knowledge.

 

RESPONSE TO INTERVENTION  (RTI)

How does your school plan to monitor student success and intervene when students struggle with their learning?

How are you using Collaborative Models of Support to differentiate for students’ needs and plan for safe inclusive settings?



Data dashboard, responsive connection to the SBT. 

SBT: Teachers reach out to the School Based Team members when students show signs of struggling with learning. Often, these struggles are cloaked in behavior that wants to get all the attention. We have moved classrooms from desks in rows to table groups, calmed the lighting, reduced the “stuff” that can cause stress; these are some strategies our CSTs have employed in classrooms.

CST at .8 for support of our intermediate classes LFI grades 5-7.  An additional 1.0 supports our English program learners in our more complex classrooms. Mostly this time is in the two upper English classrooms which have 3-grade configurations.

Seven EAs are deployed in the school.