Golden Hills

Hutterite Colony Schools

Three Year Education Plan and Annual Report

2013-14 2014-15

2015-16

1

Introduction 2

Publication and accountability 2

Mission 2

School Profiles 3

Issues 3

PAT results 4

Accountability Survey Results (2010-11) 5

Goals Outcomes and Strategies 6-7

Budget Highlights 8

Contents

2

Golden Hills School Division is proud of the partnerships we have developed and nurtured with all of the Hutterite colonies in our jurisdiction. With approximately 350 students spread over 18 colony schools, we have the opportunity to provide a quality education within the context of a rich, Hutterite, cultural and religious tradition. It is a pleasure to watch young children, who often learn their first English words in our schools grow in their academic achievements and leave school to become valuable, contributing members of the Hutterite community. For our 20 teachers, the welcome they receive to the colony is a long-lasting one, and the relationships they build on the colonies last long past their students’ graduation dates. Our goal for our students is to provide the best education we can while being sensitive to their cultural and religious beliefs.

The Education Plan for Golden Hills Hutterite Colony Schools for the three years commencing September 1, 2013, was prepared in accordance with the policies of Golden Hills School Division No. 75. This Education Plan aligns with the goals and priorities established by the jurisdiction and described in the Three Year Education Plan of Golden Hills School Division. This plan is made available to all parents and is presented to the colony elders at an annual meeting.

Introduction

Accountability Statement

OUR MISSION

To provide a rich and engaging educational

experience, while respecting the cultural

and religious beliefs of the Hutterite community.

3

Golden Hills operates 18 Hutterite colony schools with 20 teachers and 15 educational assistants. Approximately 350 students attend these schools, ranging from Kindergarten to grade nine. The majority of schools operate with one teacher and, in some cases, an educational assistant. Two of our schools have an enrollment to support two teachers. Two schools have a blended program due to low enrollment.

Within our district we have a blend of Dariusleut and Lehrerleut kinship groups. Though they hold the same basic doctrine and beliefs, there are some differences based on their original geography and tradition.

• In the last 3 school years, we have consistently made improvements in Language arts compared to past years and to the provincial cohort. Math is an area needing improvement, which is a subject area for this years’ powerful learning

PD • In a changing educational world with heavier reliance on

electronic resources, communication and teaching tools, colony teachers must adapt within a school context that typically does not allow access to these supports. Through our assessment for learning, teachers are finding ways to work around these challenges.

• Teachers are utilizing the school division tech supports for assistive technology, digital textbooks and iPads apps. Two colony teachers started educational blogs in the fall of 2012. Approximately 5 colonies have intyegrated some form of technology into their classrooms, while remaining respectful to the Hutterite culture.

Issues and Trends

School Profiles

4

• In the past, teachers have faced a certain degree of isolation, generally, the only teacher at their school. Opportunities for collaboration have been encouraged and built into the school calendar.

• Substitute teachers and educational assistants are difficult to find and to maintain given the drive for many.

• Golden Hills Colony teachers are keeping pace with other division teachers in report card and lesson planning. In November 2013, all colony schools sent home the new report card for the second year in a row, K-grade 8. Many of these teachers have assessed and are reporting on ELL assessment results through a report card insert.

• Colony teachers are working, accessing and sharing more closely than ever with the school division, through report card development, instructional coaches, technology, mentorship, Powerful learning, early literacy and English Language learning.

• In late fall 2013, our teachers will be introduced to the new IPP template and each teacher will be supported and trained in designing and implementing IPPs where applicable.

• Colony teachers are leading each other and teachers off the colony in Powerful learning. This includes sharing, mentoring and presenting at conferences.

5

2008-09 Actual

2009-10 Actual GHSD

(provincial cohort)

2010-11 Actual GHSD

( Provincial Cohort)

2011-12 Actual GHSD

(Provincial Cohort)

2012-13 Actual GHSD

(Provincial Cohort)

2013-14 Goal

Subject AS SE AS SE AS SE AS SE AS SE AS SE Gr. 3 LA

67 11 71 (68) 8 (8) 73 (76) 0 (6) 73(79) 2(8) 67 (64)

0 (4)

75 10

Gr. 3 Math

67 19 71 (69) 17(14) 67 (81) 3 (15) 53(77) 4(13) 57

(70)

10

(13)

75 10

Gr. 6 LA

67 0 80 (72) 4 (9) 68 (81) 3 (5) 71(80) 3(7) 56

(77)

2

(10)

75 10

Gr. 6 Math

58 3 75 (67) 7 (10) 62 (75) 5 (9) 47(76) 6(14) 52

(73)

6

(11)

75 10

Gr. 6 Science

39 0 61 (57) 16 (13) 51 (60) 0 (8) 47(68) 11(13 42

(61)

12

(11)

75 10

Gr. 6 Social

40 0 57 (45) 6 (7) 30 (54) 0 (4) 33(54) 3(9) 37

(54)

2

(7)

75 10

Gr. 9 LA

100 0 38 (37) 0 (0) 79 (74) 0 (4) 89(67) 0(2) N/A N/A 75 10

Gr. 9 Math

33 0 14 (24) 0 (3) 43 (56) 0 (4) 67(58) 0(6) 23

(31)

0 (5) 75 10

Gr. 9 Science

22 0 0 (26) 0 (2) 46 (48) 0 (0) 33(53) 0(2) 13

(30)

0

(7)

75 10

Gr. 9 Social

33 0 13 (19) 0 (2) 50 (49) 0 (2) 22(52) 0(2) 17

(25)

0

(3)

75 10

Provincial Achievement Test Results

Accountability Pillar Overall Summary

Annual Education Result Reports – Oct 2013

Measure Category

Measure Category Evaluation

Measure

Golden Hills Colony Schools All Colony Schools in Alberta Measure Evaluation

Current Result

Prev Year Result Prev 3 Yr

Average Current

Result Prev Year

Result Prev 3 Yr Average

Achievement Improvement

Safe and Caring Schools Excellent Safe and Caring 97.1 95.7 96.0 95.0 96.4 95.7 Very High Maintained

Student Learning Opportunities

n/a

Program of Studies 80.5 70.3 70.1 78.8 79.3 76.4 High Improved Significantly Education Quality 97.7 95.6 94.5 93.9 95.3 94.4 Very High Improved Drop Out Rate n/a n/a n/a n/a n/a n/a n/a n/a High School Completion Rate (3 yr) n/a n/a n/a n/a n/a n/a n/a n/a

Student Learning Achievement (Grades K-9)

Concern PAT: Acceptable 45.9 60.4 60.7 63.9 65.1 62.0 Very Low Declined Significantly

PAT: Excellence 3.8 4.2 4.2 8.1 8.4 7.6 Very Low Maintained

Student Learning Achievement (Grades 10-12)

n/a Diploma: Acceptable n/a n/a n/a * n/a n/a n/a n/a

Diploma: Excellence n/a n/a n/a * n/a n/a n/a n/a Diploma Exam Participation Rate

(4+ Exams)

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Rutherford Scholarship Eligibility

Rate (Revised)

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Preparation for Lifelong Learning, World of Work, Citizenship

n/a

Transition Rate (6 yr) n/a n/a n/a n/a n/a n/a n/a n/a Work Preparation 92.6 93.9 94.3 93.8 95.8 94.8 Very High Maintained Citizenship 94.1 90.2 90.9 92.9 93.1 91.4 Very High Improved

Parental Involvement Good Parental Involvement 81.8 83.8 79.7 86.1 85.0 85.0 High Maintained Continuous Improvement Excellent School Improvement 90.0 91.1 90.9 87.6 90.5 89.4 Very High Maintained

Outcome: Children are reaching emotional, social, intellectual and physical development milestones and are ready for school.

Priority for Improvement: • Provide opportunities for colony students to start school before age 6. • Provide opportunities for special needs students to start early • Provide programs that assist students in early intervention

Strategies for this Priority:

• Utilize readiness checklists in all areas of early intervention • Introduce leveled reading program upon entering school • Introduce and continue English Language Learners assessments and reporting

Outcome: Students achieve student learning outcomes

Priority for Improvement: • Provide more opportunities for Hutterite students to receive a high school

education and graduate. • Provide an off campus/on colony work experience and CTS program for students

from age 15-20 years old. • Students demonstrate high standards

Strategies for this Priority:

• Support colonies in their desire to maintain their business relationships in a changing market.

• Build partnerships with post-secondary institutions for support and on-site instruction in apprenticeship and the trades.

• Provide program options for colony students in Green Certificate and Work Experience programs. This includes organizing, paying for and supporting Olds College Green Certificate program in cow/calf pair, equine, feedlot, dairy and field and crop.

Goal One: An Excellent start to Learning.

Goal Two: Success for every student

10

• Provide opportunities to take CTS and Math at a high school level. • Identify areas of weakness and concern through analysis of school PAT results. • Improve instruction based on analysis. • Provide students with test practice and familiarization with PAT formats. • Through instruction of exam writing strategies, provide students with a level of

“cultural comfort and understanding” with exam questions (Tony Stead) • Sharing of resources between schools.

* This year’s targets are listed with previous years’ results.

Outcome: Students demonstrate proficiency in literacy and numeracy Priority for Improvement:

• Provide students with an understanding around vocabulary • Define what literacy and numeracy looks like on the colony

Strategies for this priority:

• Continue Academic vocabulary, Daily 5, Words their Way • Introduce Math Centers (math games, problem solving, basic skills without

worksheets, numeracy, math journals) Outcome: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership. Priority for Improvement:

• Provide more opportunities for Hutterite students to be engaged in the topics presented in all areas of their learning.

• Provide opportunities for teachers to match their professional growth with what is happening in the classroom.

Strategies for this priority:

• Support colony teachers in professional development opportunities that provide ways to engage students. PD includes: Powerful Learning, Inquiry Based learning, Early Literacy, English Language learning, report card development, Empowering Writers workshop, Colony Educators’ conference, Math days.

Goal Three: Quality Teaching and school leadership

10

• Allow opportunities for sharing, mentorship and coaching of all teachers to learn ways of engaging students in the work. This includes having teachers present their work to other educators.

• Partner in “powerful learning” with other schools (ie. OS Geiger) • Through regular, job embedded professional development and coaching,

teachers will have the opportunity to become familiar with the philosophy behind current research models of Assessment for Learning and to work collaboratively in the development of strategies to change the practice of assessment in their classrooms.

• Teachers will have opportunities to share projects, exemplars and strategies that are meaningful to their professional practice. They have opportunities to mentor and be mentored. Guided and non-guided classroom visits will be included in mentorship.

Outcome: The education system demonstrates collaboration and engagement Priority for Improvement:

• Students are motivated, engaged and demonstrate high standards.

• Parents and Elders are more involved and engaged in what their students are learning. Strategies for this Priority:

• Teachers will apply principles based on Powerful

Learning, engagement and inquiry based learning. • Colony open house and parent nights, ranging from once a month to every few

months.

Goal Four: Engaged and effective governance

10

Outcome: Students and Communities have access to safe and healthy learning environments

Priority for Improvement: • Colony parents and leadership are involved and believe in the importance of

education for their children

Strategies for this Priority: • Maintain an open dialogue with colony leaders and provide options for

partnership and post-secondary connections that support colony goals. • Have annual Elders’ meeting, in addition to meetings with The Education

Committee.’ • Meet with colony elders to introduce Green certificate, assistive tech and special

needs assessment results. • Continue to build trust relationships with colony leaders. • Continue to encourage the involvement of parents in their children’s education

and remind them of the value of educational success. • Provide opportunities for adults on the colony to act as trainers and instructors for

Green Certificate, work experience and special projects.

10

Additional information concerning individual school expenditures is available by request.

0

10

20

30

40

50

60

70

80

90

100

Prov. HutteriteGrant

supply fee donation/lowenrollment

PYCO Per Pupil Grant

Revenue Projection for 2013-14

0

10

20

30

40

50

60

70

80

90

certified staff supplies and services support staff School budgets

Projected Expenses for 2013-14

Budget

10