Professional Learning Continuum Chinook's Edge School Division

Professional Learning Continuum

Chinook’s Edge School Division

2 Professional Learning Continuum – Learning Services and Student Services January 2016

Beliefs and Assumptions

Professional learning in Chinook’s Edge is guided by our Mission, Vision and Quality Learning Environment framework, which frame our beliefs and assumptions about teacher practice and student learning.

MISSION: Chinook’s Edge School Division will engage every student in meaningful learning by challenging, encouraging and believing in them.

VISION: Chinook’s Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.

QUALITY LEARNING ENVIRONMENT FRAMEWORK

Chinook’s Edge believes that continuous school improvement and student success depends on the quality of instruction in classrooms. As such, Chinook’s Edge has developed the Quality Learning Environment framework, which defines and provides a common language for our teachers around the core ideas of what is important for effective classroom practice. The Quality Learning Environment framework:

● Brings the Chinook’s Edge mission and vision for leading and supporting learning to life with a focus on ALL students for all staff. ● Acknowledges the current work of teachers in providing quality instruction while challenging us to continually grow in our instructional

efforts to improve learning for all students. ● Enables all teachers in Chinook’s Edge to reflect and engage in conversations about the craft of teaching. ● Creates a shared understanding of the core principles, which guide our beliefs about quality teaching and learning. These shared

understandings are based on what works best to help students learn (Mourshed, Chijioke, & Barber, 2010). ● Aligns and refines the focus for current and future initiatives in Chinook’s Edge as we strive for continuous improvement. ● Guides the work of all instructional leaders (principals and vice principals) in supporting teacher growth and development. ● Frames current and future professional learning for staff.


PROFESSIONAL LEARNING CONTINUUM AT-A-GLANCE 2015 – 2020

Chinook’s Edge professional learning is focused on building teacher capacity. The following chart shows an approximate timeline of key learning. The timeline below may shift based on readiness of schools for this learning as well as Alberta Education’s provincial priorities. The stages in the growth process are indicated through a deepening of colour. The lightest colour is the awareness/exploration stage, the next shade is the developing stage, and the darkest colour is the refinement stage.

All professional learning takes place within the context of Chinook’s Edge Quality Learning Environment.

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Response to Intervention Processes

Further Development

Refinement

RTI & Literacy Reading (Tier 1 & Tier 2)

Further Development

Refinement

RTI & Literacy Writing (Tier 1 & Tier 2)

Background Research

Awareness/Exploration

Further Development

Refinement

RTI & Numeracy (Tier 1 & Tier 2)

Background Research (Numeracy Steering Committee)

Awareness/ Exploration

Essential Outcomes/Assessment (Grading and Reporting)

Unpacking Curriculum Outcomes K-9

Core Subjects


Further Development

Refinement

Essential Outcomes 10-12 Core Subjects

Background

Research


Further Development

Refinement


2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Outcome-Based Report Card and Grading Scale


(Middle School Pilot)

Further Development

(Middle School Pilot) – consideration of other

levels

Refinement

RTI & Social Emotional Learning

Social Emotional Learning


Further Development

RTI & Assistive Technology

Assistive Technology

Further Development

Refinement

Response to Intervention: Tier 3

Literacy (Reading and Writing)

Further Development

Refinement

Autism

Further Development

Refinement

Developmental Approach and Making Sense of Children/Youth

Further Development

Refinement


2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Mental Health Supports

Further Development

Refinement

Collaboration with Community

Partners and Specialized

Professionals

Further Development

Refinement

Learning Pathways and Career Planning

Scope and Sequence Development of

Key Activities & Support

Awareness/Exploration

Further

Development

Refinement

Provincial Priorities

HS Redesign Further Development

(Phase 4; Phase 5 applications)

Refinement

CTF Awareness/ Exploration

Further

Development

Refinement

SLAs Awareness/Exploration

Further Development

Learning Commons Awareness/Exploration

Further Development

Refinement

FNMI Awareness/Exploration

Further Development

Refinement


RESPONSE TO INTERVENTION & LITERACY (READING and WRITING)

The foundation for Chinook’s Edge School Division’s professional learning continuum is the Quality Learning Environment [QLE] framework, which brings our mission and vision to life. The implementation of Response to Intervention (RTI) processes over the next few years will support teachers in creating a quality learning environment for individual students. Response to Intervention (RTI) – RTI provides us with responsive teaching processes that help us bring the QLE to life. At the tier one level, teachers focus on instruction and assessment practices in relation to the essential outcomes to help ensure success in student learning and achievement. Relationships and student engagement, at the heart of the QLE, help ensure all students feel comfortable and safe to take risks in their learning. Technology is incorporated into the development of quality learning environments by supporting instruction, assessment and personalization for individual learning needs. The key to the successful implementation of the RTI processes is a team who monitors and directs the interventions provided to students.

The implementation of the processes of RTI in Chinook’s Edge will be done through the lens of literacy (reading and writing). This supports the direction of Alberta Education and the Ministerial Order on Student Learning, which outlines the competencies from which future curriculum, will be developed including literacy. Chinook’s Edge Reading Framework and the Reading Instruction Vital Actions documents will guide professional learning around literacy and RTI.

Resources: CESD Learning Support Teams: https://sites.google.com/a/cesd73.ca/cesd-lst/v RTI Criteria: https://goo.gl/ApdERg Effective Teams: https://goo.gl/Mkvo1q Tier 1 Flowchart: https://goo.gl/E9I2aj Reading Framework: http://goo.gl/hyjKVl

School Year Response to Intervention & Literacy (Reading and Writing)

2014-2015

Build awareness and understanding of RTI

Development of LST and exploration of the role of LST in RTI processes

Build awareness and understanding of the importance of developing high functioning teams at the school site

Self-evaluation and refinement of LST

http://www.rti4success.org/



https://sites.google.com/a/cesd73.ca/cesd-lst/v

https://goo.gl/ApdERg

https://goo.gl/Mkvo1q

https://goo.gl/E9I2aj

http://goo.gl/hyjKVl


Introduce the literacy framework and demonstrate RTI processes through the lens of literacy

2015-2016 LST translate the RTI criteria (Tier 1) into concrete processes that can be easily understood, supported and applied by all

staff members

● Self- Evaluation and refinement of LST and school-based teams

● Continue to build understanding of literacy data collection, analysis and interventions; Introduce the data collection process for literacy (phase 1)

● Complete essential outcomes K-9 in ELA, Math, Science, Social Studies, FLA, PE and build in review process

2016-2017 ● Build understanding of literacy (reading) interventions at the Tier 1 and Tier 2 levels (LST and PLC) ● Continue to build understanding of literacy data collection and analysis. Continue literacy data collection process ● Continue to build understanding of RTI processes in Tier 1

● Complete essential outcomes for senior high core courses and build in review process K-12

2017-2018 ● Build understanding of literacy (reading) interventions at the Tier 1 and Tier 2 levels (LST and PLC) ● Introduce literacy (writing) Tier 1 strategies

● Continue to build understanding of literacy data collection and analysis. Continue literacy data collection process

2018-2019 Refinement of literacy (reading and writing) Tier 1 and 2 strategies (LST and PLC)

2019-2020 Refinement of literacy (reading and writing) Tier 1 and 2 strategies (LST and PLC)


RESPONSE TO INTERVENTION AND NUMERACY

Numeracy is a recently coined term, being a contraction of ‘numerical literacy’. It has been defined in a variety of ways such as the ability to use mathematics or the application of mathematics in other areas of the curriculum (DfEE, 1999: 4). Alberta Education defines numeracy as the ability, confidence, and willingness to engage with quantitative or spatial information to make informed decision in all aspects of daily living. (Quantitative information is information that can be measured and expressed as an amount. Spatial information is the physical location of objects of the relationship between objects)

The implementation of the processes of RTI in Chinook’s Edge will continue through the lens of numeracy. This supports the direction of Alberta Education and the Ministerial Order on Student Learning, which outlines the competencies from which future curriculum, will be developed including numeracy. Supports from the Numeracy Steering Committee will be put in place to guide professional learning around numeracy and RTI.

Resources: Alberta Education Definition of Numeracy: https://goo.gl/lp2bN9

School Year Response to Intervention and Numeracy

2015-2016

● Numeracy Steering Committee begins

● Define numeracy; begin examining research to identify research informed practices for instruction and assessment

● Complete essential outcomes in math K-9

● Build math screener K-9 – schools may choose to pilot as a diagnostic, formative or summative assessment

● Gather feedback on math screener

● Explore math diagnostic assessments available provincially

2016-2017

● Continue examining research to identify research informed practices for instruction and assessment

● Assess math diagnostic assessments available provincially – interested schools may choose to pilot

https://goo.gl/lp2bN9


2017-2018

● Continue examining research to identify research informed practices for instruction and assessment ● Assess math diagnostic assessments available provincially – interested schools may choose to pilot

2018-2019

● Introduce numeracy best practices through RTI processes to LST

2019-2020

● Continue to examine numeracy best practices through RTI processes to LST


ESSENTIAL OUTCOMES/ASSESSMENT (GRADING AND REPORTING)

Essential Outcomes - there is a need for teachers to unpack outcomes and objectives before they begin planning how they will be implemented into their classrooms. The RTI processes rely on teachers knowing the essential outcomes our students must achieve within a particular subject and grade level in order to guide our assessment practices in Tier 1 and to determine based on those assessments whether Tier 2 supports and structures need to be put in place. There are a number of different terms used in current literature that refer to the process of understanding curriculum outcomes. Chinook’s Edge uses the term “unpacking” to refer to this process guided by a defined set of criteria.

Student Assessment – The ongoing assessment of student learning is an integral part of Chinook’s Edge Quality Learning Environment and responding to individual student need. Assessment is used to determine the readiness levels of students and to plan instruction that will help students achieve or exceed curriculum expectations. There are three types of assessment: diagnostic, formative assessment and summative assessment. Diagnostic assessments are given to students prior to learning so that teachers can determine readiness levels and plan appropriate instruction. Formative assessment occurs throughout instruction so teachers can tailor their instruction to the needs of students. Summative assessment occurs at or near the end of a unit of study to provide levels of achievement that can be reported to stakeholders. Grading and reporting of these assessments should be directly connected to the outcomes in the Alberta Programs of Study.

Report Cards – With the current changes in education, comes a need to create a new system of reporting. Stakeholders require information on the achievement levels of students that is easy to understand.

Resources: QLE – Balanced Assessment

CESD Essential Outcomes: https://sites.google.com/a/cesd73.ca/cesd-essential-outcomes/

Guskey Book – On Your Mark Alberta Assessment Consortium Instructional Leadership for Student Assessment

School Year Essential Outcomes/Assessment (Grading and Reporting)

http://www.chinooksedge.ab.ca/QLE%20-%20Balanced%20Assessment%20Practices.php

https://sites.google.com/a/cesd73.ca/cesd-essential-outcomes/

https://sites.google.com/a/cesd73.ca/cesd-essential-outcomes/

http://www.solution-tree.com/st-blog/st-blog-assessment/on-your-mark.html

http://www.aac.ab.ca/instructional-leadership-in-assessment/


2015-2016

● LST discussion on use of essential outcomes in the RTI process

● Essential Outcomes development K-9 (ELA, Math, SS, Science, FLA, PE) ● Gather feedback on essential outcomes K-9

● Pilot of Outcome-Based Report Card and Grading Scale (École Fox Run) ● Begin work with middle schools to explore outcomes based reporting (parent, teacher, student preparation)

2016-2017

● Essential Outcomes exploration grade 10-12 (core subject areas) ● Develop Outcome-Based Report Card (middle schools) for PowerSchool– determine grading scale; determine

‘characteristics of successful learners’ criteria

● Continue gathering feedback on essential outcomes K-9; refine outcomes

● Continue LST discussion on use of essential outcomes in the RTI process ● Begin development of common assessments with PLCs (K-8) – subject areas determined by PLCs

2017-2018

● Pilot Outcomes-Based Report Card in self-identified middle schools

● Continue development of common assessments with PLCs (K-8) – subject areas determined by PLCs

2018-2019

● Continue to Pilot Outcomes-Based Report Card in self-identified middle schools


2019-2020

● Continue to expand pilot of Outcomes-Based Report Cards in middle schools



RESPONSE TO INTERVENTION AND SOCIAL EMOTIONAL LEARNING

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful. Social and emotional skills are critical to being a good student, citizen, and worker. Many risky behaviors (e.g., drug use, violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills. This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation.

The implementation of the processes of RTI in Chinook’s Edge will continue through the lens of social emotional learning. This supports the direction of Alberta Education. Supports from the Safe and Caring Schools Committee will be put in place to guide professional learning around Social Emotional Learning and RTI.

Resources: ● CASEL – Collaborative for Academic, Social and Emotional Learning: http://www.casel.org/

● CESD Learning Support Teams: https://sites.google.com/a/cesd73.ca/cesd-lst/v ● RTI Criteria: https://goo.gl/ApdERg ● Actions of Effective Teams: https://goo.gl/Mkvo1q ● Tier 1 Flowchart: https://goo.gl/E9I2aj

School Year Response to Intervention and Social Emotional Learning

2015-2016

● Safe and Caring Schools Committee continues to support: o Definition of Social Emotional Learning Essential Outcomes K-12

o Complete SEL Essential Outcomes K-12

o Research and examine possible SEL screeners for K-12

http://www.casel.org/

http://www.casel.org/



https://goo.gl/Mkvo1q



2016-2017

● Safe and Caring Schools Committee continues to support: o Gathering feedback on Social Emotional Learning Essential Outcomes K-12

o Build and confirm SEL screeners K-12

o Schools may choose to pilot as a diagnostic, formative or summative assessment

o Gather feedback on SEL screeners

o Examine research to identify research informed practices for instruction and assessment

2017-2018

● Safe and Caring Schools Committee continues to support: o Continue to examine research to identify research informed practices for instruction and assessment

o Assess social emotional learning diagnostic assessments available provincially and from other sources

o Interested schools may choose to pilot

2018-2019

● Safe and Caring Schools Committee continues to support: o Continue examining research to identify research informed practices for instruction and assessment

o Continue to assess social emotional learning diagnostic assessments available provincially and from other resources

o Interested schools may choose to pilot o Introduce social emotional learning best practices through RTI processes to LST

2019-2020

● Continue to introduce social emotional learning best practices through RTI processes to LST


Response to Intervention and Assistive Technology

Assistive Technology In CESD, our goal for assistive technology is to increase student engagement and achievement through a model of differentiated instruction using assistive technology. We are striving to grow and enhance the use of assistive technology to benefit all learners. “Assistive technology is technology that increases, improves or maintains the functional capabilities of students with disabilities” (Rose, Hasselbring, Stahl & Zabala, 2005)

Resources: ● Alberta Education: Using Assistive Technology to Support Learning:

https://education.alberta.ca/media/464637/video-discussion-guide-5-assistive-technology.pdf

● The SETT Framework: http://www.joyzabala.com/

● RTI Criteria: https://goo.gl/ApdERg ● Tier 1 Flowchart: https://goo.gl/E9I2aj

School Year Response to Intervention and Assistive Technology

2015-2016

● ASSISTIVE TECHNOLOGY – Awareness & Exploration o Developing an understanding of the role of Assistive Technology in supporting personalized learning within

the Quality Learning Environment. o Introduction of the SETT framework

o Exploring a variety AT supports (Low-Medium and High)

2016-2017

● ASSISTIVE TECHNOLOGY: Further Development o Developing a Division Wide policy regarding Tier 3 Assistive Technology Devices (AAC Communication Devices) o Integrating Assistive Technology into social emotional programming needs, low incidence academic supports

and specialized Tier 3 learning supports. o Division focus on targeted Assistive Technology Supports for text-to-speech and speech-to-text

accommodations through Read and Write for Google and division wide access to digital textbooks for identified inclusive education students.

o Alignment of Assistive Technology and Tier 3 literacy supports

https://education.alberta.ca/media/464637/video-discussion-guide-5-assistive-technology.pdf

http://www.joyzabala.com/




2017-2018

● ASSISTIVE TECHNOLOGY: Continued Supports

o Development of a collaborative Assistive Technology Framework between multiple divisions

o Alignment of Assistive Technology supports with CESD Literacy Framework Strategies

o Focused professional development on Read & Write for Google to support personalized learning

o

2018-2019

● ASSISTIVE TECHNOLOGY: Continued Supports

o Development of a Universal Support Framework for Assistive Technology throughout the division

o Continue to assess the implementation and access of Assistive Technology within the division.

2019-2020

● Continue to introduce Assistive Technology best practices through RTI processes to LST

6


RESPONSE TO INTERVENTION: TIER 3

Tier 3 refers to a broad spectrum of strategies and supports to assist students who require an Individual Program Plan

and intensive/comprehensive supports and/or resources beyond Tier 1 and Tier 2 within the RTI Framework. This broad

range of supports may attend to areas of communication, language, mobility, hearing, vision, medical, social emotional,

mental health, autism, FASD, brain development, trauma, and other specialized situations.

As the complexity and challenging nature of our classrooms increase (due to students with high needs and unique

learning challenges), the demand for specialized training for staff becomes critically important. Training will be

designed and developed based on the needs identified by our teachers and staff working in schools. Training and

specialized professional learning opportunities listed below are not an exhaustive list as it is critically important that our

staff have access to meaningful and research based learning opportunities that assist them in their classroom in a timely

manner.

Resources: ● CESD Learning Support Teams: https://sites.google.com/a/cesd73.ca/cesd-lst/v

● CESD Student Services: http://www.chinooksedge.ab.ca/Student%20Services.php

● RTI Criteria

● Effective Teams

● Specialized Professionals

● Neufeld Institute

School Year Response to Intervention: Tier 3

2015-2016

LST Focused Topic Meetings – sessions focus on mental health, assistive technology, autism, neurological

development, fine motor development, social emotional learning

Neufeld Cohort – staff receive training in level two intensive

Zones of Regulation – staff receive training and support for implementation

MHFA – staff receive training and support for implementation

NVCI – staff receive training at division office or in schools (specialized setting)

VTRA – school admin, FSW, Mental Health Therapists, CFSA and RCMP receive level one training


http://www.chinooksedge.ab.ca/Student%20Services.php


Level B Assessments – staff receive training in KTEA and implementation of strategies

EYE – early learning staff receive training and support for implementation

HANEN – early learning staff receive training and support for implementation

TEACCH – staff receive training and support for implementation

Functional and Academic Life Skills – staff receive training and support for implementation

ESL – staff receive training on ESL Benchmarks and implementation of strategies

RDC – EA Training – available to 40 participants

Medicine Hat College – Speech and Language Pathology – Therapy Assistant program – 8 EAs enrolled

CESD – Support Staff PD day – continue to offer specialized training sessions for all support staff

2016-2017

LST Focused Topic Meetings – sessions will continue to focus on mental health, assistive technology, autism, brain

development, fine motor development, social emotional learning.

Additional training sessions will be considered, such as: trauma; social stories; literacy; read/write Google; etc.

Neufeld training – certified level two staff will receive facilitator training and be available to work with ‘school staff’

around the division (as requested)



NVCI training will continue for staff – both at division and in school settings








RDC – EA Training – continue to be available – explore expanding so more EAs can participants

Medicine Hat College – Speech and Language Pathology – Therapy Assistant program – 8 EAs receive training


2017-2018

Continue exploring and developing specialized training for LST teachers; classroom teachers and EAs

Medicine Hat College – Speech and Language Pathology – Therapy Assistant program – 8 EAs complete training






NVCI – training will continue for staff – both at division and in school settings


NVCI and Level B training will continue for staff – both at division and in school settings









2018-2019






NVCI - will continue for staff – both at division and in school settings


NVCI and Level B training will continue for staff – both at division and in school settings









2019-2020


Neufeld training– certified level two staff will receive facilitator training and be available to work with ‘school staff’





NVCI - will continue for staff – both at division and in school settings











LEARNING PATHWAYS AND CAREERS PLANNING

During the 2014-15 school year, conversations took place at each high school around the current state of careers planning for students. The data collected during these conversations identified several areas for growth:

● Gap with grade 11 students in terms of careers planning

● Not all students connected with career counsellors in their high school years

● The roles related to careers (Off Campus, Career Counsellors and Career Practitioners) worked in isolation from each other

● High school completion was improving but the transition rate to post-secondary continued to remain below provincial average.

● Each school had access to myBlueprint through a district license, however there was limited success in how effectively and consistently this tool was being used.

● Phase 4 of high school redesign was moving forward provincially - applications through Chinook’s Edge embedded a Careers focus

Chinook’s Edge believes in the importance of supporting students’ academic and personal (career) goals. We believe we have a key role in keeping our students on track to not only graduate but to transition to postsecondary or the world of work. As a result, all high school students in CESD will develop meaningful and purposeful plans to create a successful transition to post-secondary or the world of work.

Resources: High School Redesign Criteria: https://goo.gl/vU7xqc MyBlueprint: http://www.chinooksedge.ab.ca/www.myblueprint.ca

School Year Learning Pathways and Career Development

2014-2015

● High School and K-12 school visits to determine current state of career programming

● Data gathering from Students Matter Committee on experience with career planning

https://goo.gl/vU7xqc


http://www.chinooksedge.ab.ca/www.myblueprint.ca


2015-2016

● Scope and sequence development of key activities with career planning –coordination of careers team including Off-Campus, career counsellor and career practitioner

● Review of roles of Off-Campus coordinator, career counsellor and career practitioner ● MyBlueprint integration of student data from PowerSchool ● MyBlueprint scope and sequence development grades 7-12

● Connect CTF Program of Studies to Career Exploration ● Track transition to post-secondary rates

2016-2017

● Scope and sequence refinement of key activities with career planning and MyBlueprint

● Refinement of roles of Off-Campus coordinator, career counsellor and career practitioner ● Connect CTF Program of Studies to Career Exploration ● Track transition to post-secondary rates

2017-2018

● Follow up with High Schools and K-12 schools on implementation of scope and sequence and roles of team members


● Track transition to post-secondary rates

2018-2019

● Follow up with High Schools and K-12 schools on implementation of scope and sequence and roles of team members



2019-2020 ● Continue to follow up with High Schools and K-12 schools on implementation of scope and sequence and roles of team members

● Continue to perception check with Students Matter Committee on experience with career planning



PROVINCIAL PRIORITIES

Alberta Education has completed the prototyping process, which will influence the development of new Programs of Study. Curriculum is currently not being renewed other than the development of the CTS Program of Study at the publication of this document. We will however be responsive as provincial priorities emerge and support our staff in the implementation.

Resources: CTF: CESD CTF Learning Site

Alberta Education CTF Program of Studies High School Redesign Criteria: https://goo.gl/vU7xqc Ministerial Order on Student Learning: https://archive.education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf Learning Commons: Learning Commons Implementation Guide

School Year Provincial Priorities

2014-2015

● High School Redesign – Phase 4 Application Process

● SLAs Pilot – support for grade 3 teachers

● CTF Program of Studies – Introduction (Facilitated learning for a team from each respective school) o CESD CTF Learning site – developed templates, planning tools, assessment, and various resources

connected to career awareness, safety and skills. o Awareness and Understanding of the Outcomes and Occupational Clusters

o Building Capacity and resources for implementation at the school ● Competencies – awareness and understanding of the competencies in curriculum and within planning

● Learning Commons Awareness and Understanding

2015-2016

● CTF Program of Studies – Continue implementation

o Connect CTF Program of Studies to Career Exploration o CTF PLC created – planning CTF courses, assessment and teacher capacity for implementation

● SLAs Pilot – declined participation

● Competencies – awareness and understanding of the competencies in curriculum and within planning

https://sites.google.com/a/cesd73.ca/ctf/?pli=1

https://sites.google.com/a/cesd73.ca/ctf/?pli=1

https://education.alberta.ca/topic-search/?language=English


https://archive.education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf

http://www.chinooksedge.ab.ca/documents/general/Implementation%20Guide.pdf

http://www.chinooksedge.ab.ca/documents/general/Implementation%20Guide.pdf


● Exploration and awareness of the Literacy and Numeracy definitions and supporting documents from the Ministerial Order

● Seven Teachings – FNMI planning for inclusive teaching (FNMI Steering committee) ● Learning Commons – continued awareness and understanding.

o Some schools moving forward with a redesign

2016-2017

● CTF Program of Studies – Provincial implementation (grades 5 to 9) o Continue CTF PLC to support teacher collaboration and implementation of the outcomes

● SLAs Pilot – support for grade 3 teachers

● Exploration and awareness of the Literacy and Numeracy definitions and supporting documents from the Ministerial Order

● Seven Teachings – FNMI planning for inclusive teaching; FNMI Student Conference for CESD

● Learning Commons – continued awareness and understanding. o schools piloting a redesign of their learning commons

2017-2018

● CTF Program of Studies – Continue teacher collaboration (PLC) implementation and refinement ● SLAs Pilot – support for grade 3 teachers (continued support while in the pilot phase) ● Exploration and awareness of Literacy and Numeracy from the provincial perspective

● FNMI – continue inclusive planning ● Learning Commons – continued awareness and understanding.

o schools piloting a redesign of their learning commons

2018-2019

● CTF Program of Studies – Continue teacher collaboration (PLC) and refinement

● SLAs Pilot – support for grade 3 teachers (continued support while in the pilot phase) ● Work with LST and PLCs around Numeracy

● FNMI – continue inclusive planning ● Learning Commons – development and refinement

2019-2020 ● CTF Program of Studies – Continue teacher collaboration (PLC) and refinement

● SLAs Pilot – support for grade 3 teachers (continued support while in the pilot phase) ● FNMI – continue inclusive planning ● Learning Commons – development and refinement

Tables adapted from Good Spirit School Division

Documents

Professional Learning Continuum Chinook's Edge School Division