Prescott Learning Centre
(K–9)

Assurance

2016-2017 Assurance Report

Principal: Karen Stride-Goudie
School Council Co-Chairs: Brenda Cryer & Rich Haggarty

Vision: Parkland School Division is a place where exploration, creativity and imagination make learning exciting and where all learners aspire to reach their dreams.

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Background
Inclusive Education
Quality Learning
Culture of Wellness
Universal Leadership
Engagement/Communication
Resource Stewardship

Background

As a member of the Parkland School Division family of schools, Prescott Learning Centre utilizes a robust Assurance Model to understand stakeholder feedback better. Working with an Assurance Model means that Prescott, Parkland School Division and the Board of Trustees actively seek to reveal all avenues for stakeholders to tell us how we are attending to our goals and priorities. One important part of our Assurance Model is deriving stakeholder feedback through insightful comments made by parents, staff, community members and students.

Prescott continuously gathers feedback from a variety of sources, including students, parents, staff, the school division and the greater community. In addition to surveys, conferences and day-to-day conversations, our school also uses an online assurance process called ThoughtExchange that enables participants to read and rank responses based on three questions:

  • What are some concerns you have about our school this year?
  • What are some things you appreciate about our school this year?
  • What are some other things you would like to say about our school this year?

Prescott’s Assurance Report captures the strengths, opportunities, aspirations and expected results that we gathered throughout last year. In keeping with an Assurance Model, this report provides the narrative for our achievements and challenges, and is presented on our school website.

Strengths are highlighted as areas that are working well in Prescott. In our commitment to quality learning, we recognize that there will always be room for growth. We are proud of the strengths and accomplishments you have recognized in the work we do.

Opportunities are areas for growth or attention. As a school, we recognize these as areas in which we need to focus more attention, and we see that these areas are also important to you.

Aspirations are presented as priorities for a preferred future. Our stakeholders have shared a vision for where we need to go and what our world will look like when we’ve mastered our strengths and eliminated areas in need of growth.

Results capture expectations for measuring success. In other words, how will we know that we know we are successful?

In 2015-2016, Parkland School Division’s Board of Trustees approved an ambitious Education Plan that was generated through the Assurance Model. The Plan established enduring strategic processes (enduring priorities) that will always be considered in the generation of strategies (forward-thinking actionable plans). These strategies enable us to achieve our outcomes (goals).

Parkland School Division’s Ultimate Goal is Student Success and Well-Being. Students will be encouraged to explore, create, imagine and engage in lifelong learning as they develop competencies that prepare them to enter the world of post-secondary studies or work. The Division believes that student success is closely linked to student well-being and the development of social-emotional assets that build resiliency, and is therefore committed to the development of the whole child at all levels of their education. The goals, outcomes, priorities and strategies identified in the Education Plan are focused on the achievement of the Ultimate Goal: Student Success and Well-Being.

Two enduring priorities continue to guide the work of the Division. These priorities are considered to be enduring since they are necessary priorities to consider in establishing any goal:

The Enduring Priority of Engagement: Engaging all stakeholders: students, staff, and the local and global communities. Goals and strategies must include a consideration of how they will be shared and supported by all stakeholder groups.

The Enduring Priority of Resource Stewardship: Ensuring equitable and sustainable use of our resources and ensuring financial responsibility. Goals and strategies must include a consideration of how they will utilize limited resources with maximum results.

In addition to the enduring priorities listed above, the 2015-2018 Three Year Education Plan includes the goals necessary to achieve student success and well-being:

Inclusive Education: Parkland School Division is an inclusive education system. An inclusive education system is one that demonstrates behaviours and decisions that reflect valuing all students. The Division is committed to achieving this goal and to fulfilling the provincial mandate for inclusion.

In Parkland School Division, everyone is accepted and experiences a sense of belonging. Every student - no matter their ability, disability, language, cultural background, religion, sexual orientation and gender identity - has meaningful contributions to make.

Using the programs of study as the framework for learning, every student is engaged in meaningful and authentic ways. All students are treated equitably: they get the support needed when they need it, and for the intensity and duration of time for which they need it.

Quality Learning: Student success and well-being depends on quality instruction in an atmosphere that respects each learner’s independent spirit. Quality teaching practices promote the development of innovation and creativity while attending to meaningful assessment and reporting practices.

Quality Learning builds on the Division’s Inclusive Education goal in that all students are connected to the Programs of Study and all students have the supports and educational quality necessary to achieve success.

Culture of Wellness: Parkland School Division is committed to Student Success and Well-Being. The Division recognizes that, as a system, well-being must be present for all stakeholders, and therefore it is committed to fostering physical literacy, lifelong health and well-being at all levels. The Division believes that student success is closely linked to student well-being and the development of social-emotional assets that build resiliency.

The development of citizenship and social responsibility contribute to wellness and are integral to the delivery of a broad and comprehensive program of studies. We are dedicated to the development of the whole child.

Universal Leadership: Student success and well-being requires collaborative, universal leadership that employs calculated risk-taking and a determination to consider and implement new and innovative ideas. The Division’s Board of Trustees continues to embrace the direction set by Alberta Education to adopt a Generative Governance Model that demands public confidence in all facets of the system. The Division’s clear strategic direction will be maintained, administered and reviewed on an ongoing basis to ensure true stewardship of resources.

As a learning organization, the Division recognizes continued improvement through a commitment to leadership at all levels.

Process

Academic Achievement

Formative and summative assessments are used to gather student data. These assessments include:

  • Fountas & Pinnell Reading Assignments
  • Leveled Literacy Intervention (LLI)
  • Leaps and Bounds Numeracy Assessments
  • Grade 3 Student Learning Assessments (SLAs) and Grade 6 and 9 Provincial Achievement Tests (PATs)
  • Individual Psycho-Educational Assessments
  • Teacher-Based Assessments

Peer and self-assessments are also used to gather information about student learning and progress. Assessment results are analyzed by staff and students to determine patterns in learning and specific learning needs, and to guide teaching strategies and programming.

Student Wellness

Student wellness is assessed regularly through:

  • ThoughtExchange
  • Tell Them From Me (TTFM)
  • Observations
  • Conversations
  • Student feedback

Staff Input

Teams meet on an ongoing basis to develop common strategies that will lead to engaging lessons and effective assessment practices. All staff are asked to provide feedback on their students’ learning progress and learning needs.

Students’ feedback is used to help inform future teaching and learning practices, and students are active participants in co-creating criteria.

Our leadership team and teachers meet to review programming to ensure that we are developing teaching strategies which will improve student learning and engagement.

Professional Learning and Development

Our Leadership Team, Inclusive Education Lead (IEL), Learning Coach, Collaborative Teaching Partners (CTPs), teaching and support staff design their professional learning to align with Parkland School Division’s enduring priorities.

Teachers throughout our school are participating in a “Visible Learning for Literacy” book study to ensure all teaching is designed using best practices for student learning.

Our support staff are participating in a “Mindset” book study. Staff use a collaborative approach when working with students to solve problems.

Using a host of tools, such as Shelley Moore’s planning approach, Leaps and Bounds Diagnostics and other research based strategies, teachers plan for their diverse classrooms.

Parents

At Prescott Learning Centre, parents are asked to give feedback by:

  • Attending school council meetings;
  • Accessing their child’s blog and/or their child’s classroom blog;
  • Corresponding via email, communication logs and/or phone calls;
  • Accessing various apps and the school website; and
  • Attending Student Learning Conferences

Parents are also encouraged to participate in ThoughtExchange and the Accountability Pillar survey, and to attend our PSD70 Parent Engagement sessions. In addition, we gather parent feedback through Google Forms to gain a better understanding of what is needed to engage in their child’s learning effectively. Students and staff also participate in these surveys.

Assurance Process

As information is gathered, it is analyzed by staff and parents to determine trends and patterns of strengths, opportunities and aspirations. Once identified, our school-determined action plans are put in place to further student success.


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Inclusive Education

Using the “Pyramid of Intervention”, we work with our school-based and school-linked teams to ensure our students are provided with the continuum of supports and services needed for a successful learning journey.

Strengths

I love the new learning style that incorporates technology and doesn’t confine kids to one type of learning or one desk. It has been great for my oldest child to be able to move around and have the ability to learn the best way for him.

- Prescott Parent via ThoughtExchange
 

  • Staff are caring, committed and knowledgeable of complex learning needs.
     
  • Inclusive Education Lead and part-time Collaborative Teaching Partner (CTP) are dedicated to supporting behavioral needs.
     
  • Time is provided for IEL to connect one-on-one with students who need it.
     
  • Learning Coach is available to support teacher practice.
     
  • Support staff are considerate and dedicated in their work.
     
  • Flexible seating is available in all classes.
     
  • Access to assistive technology is provided.
     
  • Prescott is a K-9 environment - students become part of the Prescott community for 10 years.
     
  • Older students have the opportunity to mentor younger students.
     
  • Students collaborate through cross-graded buddy classes.
     
  • IEL and Support Staff work closely together to ensure they are understanding and supporting our students with complex needs. Prescott Learning Centre staff uses Ross Greene’s Collaborative Problem Solving and Shelley Moore’s planning tools.

Opportunities

  • As more complex learning needs are identified, staff continue to develop more inclusive strategies to improve every child’s engagement in his/her learning. 

Aspirations

  • Every student will be competent and confident in his/her learning.
     
  • Every student will have timely access to programming specific to his/her strengths and needs.
     
  • Every student will experience success. 

Results

  • Students will demonstrate a year’s growth in their learning each school year, and will demonstrate competency and confidence in their learning.
     
  • Staff will be confident in their abilities to design personalized learning opportunities for all students.
     
  • Parents and students will demonstrate higher satisfaction in their child’s program for learning and success, as measured in the 2017-2018 Accountability Pillar survey and ThoughtExchange.


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Quality Learning

I am thrilled to see the new ways in which my child is learning; the techniques and technology are amazing. These kids will have the skills needed to excel in the future workforce and in life!

- Prescott Parent via ThoughtExchange
 

I am pleased with the school in how they teach the children to work together to solve problems and learn new things. I see a difference in the children's learning from timed lessons to collaboration learning. It has been an improvement with reduced anxiety and an increase in confidence.

- Prescott Parent via ThoughtExchange
 

Prescott Learning Centre celebrated the learning occurring within our school on a number of formal occasions for the 2016-2017 school year.

Prescott was one of three schools highlighted in April 2017, as staff from PSD were invited to learn about how we use collaboration amongst staff to provide quality, student-centred learning opportunities for all students. At this time, PSD staff were also introduced to the multiple ways that Prescott uses Cisco technology to connect our students globally, thereby enhancing their authentic learning opportunities.

To engage our parents in the learning occurring at Prescott, we hosted a “Power of Ten” parent evening with Trevor Calkins, at which our parents learned how to support their child in mastering the basic math concepts essential for success in numeracy.

For the 2016-2017 school year, Prescott lengthened its parent-student-teacher conferences in lieu of providing extended academic commentary on the report card. Prescott offered three formal opportunities to bring parents into our building to partner in their children’s learning, with one of those opportunities occurring during the school day. The other two opportunities were led by students during the evening.

The program empowered the boys to provide their own thoughts, development, challenges and successes. Great program, smart process.

- Prescott Parent via Student Learning Conferences Parent Feedback Form
 

Really enjoyed the conversation around learning! Much more meaningful since our son was leading it! Thank you!

- Prescott Parent via Student Learning Conferences Parent Feedback Form
 

I enjoyed the format of the conference. The feedback from the teacher is more valuable than words on a paper report card. I could actually see how my child processes ideas and comes to conclusions.

- Prescott Parent via Student Learning Conferences Parent Feedback Form

Strengths

Prescott Learning Centre shares and promotes improvements to engage in literacy and numeracy teaching practices across curricula and for all students in K-9. In doing so, Prescott Learning Centre promotes:

  • Instructional practices that increase success and mindful student engagement
     
  • Collaboration leading to better engagement in literacy and numeracy teaching practices across curricula and for all students in K-9
     
  • Research to discover and share innovations or technology approaches to remove barriers to learning
     
  • Strategies that increase parent and community engagement (e.g. School Website, Classroom Blogs, SeeSaw, Remind)
     
  • Staff initiatives to stay current with, and apply educational research to learning and teaching
     
  • Professional Development Days
     
  • Opportunities for increased engagement of First Nations, Métis and Inuit Elders and families through Indigenous games at school and the Blanket Exercise at School Council 

Opportunities

  • Continue to engage our students in physical activity using available resources
     
  • Ensure screen time is educationally-based
     
  • Strengthen the partnership between home and school to ensure student success
     
  • Continue to focus on literacy and numeracy in all areas of curriculum, not just language arts and math
     
  • Continue to use the Quality Learning Framework to guide the learning at Prescott Learning Centre

Aspirations

  • All students will be actively engaged in their academic and social learning as they continue to be involved in creative and purposeful learning opportunities.
     
  • Staff will actively engage in deepening their understanding of PSD’s Quality Learning Framework to ensure that their students are involved in the processes of Inquiry, Design, Feedback, Collaboration and Community.

Results

  • The Tell Them From Me survey results indicate that students believe they are putting effort into their learning, completing homework, being challenged appropriately by curriculum and staying interested and motivated in their learning.
     
  • Standardized test results, including Provincial Achievement Tests in Grades 6 and 9, Standardized Reading Assessments (Fountas & Pinnell) and Standardized Numeracy Assessments (Leaps & Bounds), will continue to show improvement.


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Culture of Wellness

Strengths

The staff at our school seem to be creating a great community atmosphere. The inclusive nature of teaching is great to see. We as parents are always welcome in the classroom which is helpful.

- Prescott Parent via ThoughtExchange
 

  • Students develop a sense of belonging and family, as they are able to attend Prescott Learning Centre for 10 years.
     
  • We emphasize outdoor and unrestricted play.
     
  • Students are involved with Buddy Classes, Mentorship Career & Technology Foundations (CTF), WE Day Team, Outside Activity Leaders, Leadership CTF and School Announcements.
     
  • Parents and Community members contribute to our hot lunch program, and participate as classroom volunteers and School Council and Fundraising Foundation members.
     
  • We have a dedicated part-time teacher who provides social-emotional support to students in need.
     
  • Some classrooms have adopted a class pet to help students regulate their emotions.
     
  • Our Physical Education Specialist supports physical education programming in Grades 1-9.
     
  • School-wide participation in Caine’s Arcade helped us to build community in an inclusive environment while meeting curricular outcomes.

Opportunities

No Playground - Worried that the kids will end up not being active when they need to be. As the school is still somewhat under construction, what hazards will be around? What options are there for kids to do at break time?

- Prescott Parent via ThoughtExchange
 

  • With the establishment of our Fundraising Foundation, we are now able to begin fundraising for our outdoor play space.
     
  • We wish to purchase more outdoor play equipment.

Aspirations

  • All students, staff and parents will develop a sense of belonging and have a voice in our school.
     
  • Students will be confident and develop competences that will allow them to achieve their learning aspirations.
     
  • Our Wellness initiatives will align to achieve a culture of personal, classroom, school and community wellness.

Results

  • More teachers, parents and students will agree that students feel safe and are being treated fairly at school, and that they are learning the importance of caring for and showing respect towards others, as measured by the Accountability Pillar and by ThoughtExchange.


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Universal Leadership

I have noticed on numerous occasions that kids from Grade 7 were being paired up with Grade 2 kids. This removes the isolation factor and gives the younger kids a chance to look up to other kids, and they both have the chance to learn and develop.

- Prescott Parent via ThoughtExchange

Strengths

  • Prescott Learning Centre staff have opportunities to develop and share their leadership capacity in many ways. Participation as Acting Admin and in various initiatives such as the PSD Learning Leader, PSD Technology Focus Group, Cisco Telepresence, PSD70 Health Champions and Alberta Assessment Consortium Leadership are just a few of the ways in which our staff develop their leadership capacity.
     
  • Our everyday opportunities for student leadership include:
    • Reading Buddies
    • Leadership CTF
    • Buddy Classes
    • Intramurals
    • School Theme Days
    • WE Day
    • Prescott Pit Stop
       
  • We maintain a partnership with a strong core of parent leaders - school council, hot lunch coordinators, fundraisers, etc.
     
  • Teachers collaborate with the support of our Literacy CTP, Behavior CTP, Learning Coach and Inclusive Education Lead.

Opportunities

  • Encouraging staff members to continue to assume and have a vision for leadership roles in areas about which they are passionate, and in which they demonstrate ability and interest
     
  • Providing students with increased opportunities to explore passions and demonstrate learning in a leadership role outside of Career and Technology Foundations (CTF) classes
     
  • Ensuring that capacity in leadership positions is constantly being developed
     
  • Using the infrastructure and technology available to create bulletin or digital boards and displays that highlight the attributes of our staff and students

Aspirations

  • Providing staff with opportunities to improve their practices through professional learning (e.g. team Professional Development (PD), sharing of PD learning, opportunities to observe other teachers in areas of expertise, etc.)
     
  • Providing staff with the tools to support all students in an inclusive environment (e.g. CTP, IEL, Learning Coach)
     
  • Assisting staff to change and adapt as educational practices evolve (e.g. Visible Learning for Literacy Book Study, Mindset Book Study, work with Galileo)
     
  • Inspiring student leaders to demonstrate citizenship and social responsibility

Results

  • Staff are engaged in leadership opportunities, based on both their areas of passion as well as identified areas of need, to foster an inclusive classroom/school environment.
     
  • Students are engaged in extracurricular activities that enhance the culture and environment of our school.
     
  • Capacity is built to sustain leadership roles through mentoring and inviting others to take part in leadership roles.


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Engagement/Communication

Strengths

I love that the school has 100% paper free communication. There are ample places to find information between the blogs, email, and website.

- Prescott Parent via ThoughtExchange
 

The communication that the teachers have with the parents is fantastic. I like being kept in the loop with blog messages and text reminders of upcoming class room events or homework.

- Prescott Parent via ThoughtExchange
 

Prescott Learning Centre boasts effective and transparent opportunities for engagement and communication with its parent community. In an effort to form community partnerships that enable students to be successful, Prescott Learning Centre communicates through:

  • Open-door policy
  • Regular website updates
  • Parkland Parental Portal (PowerSchool)
  • School Council Facebook page
  • Fundraising Foundation page
  • Google Classroom
  • Classroom Blogs
  • Email
  • Telephone
  • A comprehensive report card for K-9 students
  • Student Learning Conferences
  • Meet the Staff Night
  • Open House (held during the school day so parents can see their children’s learning in action)
  • Remind and SeeSaw Apps

Opportunities

  • Teaching staff will communicate to parents via their class communication procedures - email, telephone, notes, Google Classroom, and/or classroom blogs.
     
  • As new information and communication software changes within the school and Division, administration will continue to ask parents for feedback regarding the best means to communicate.
     
  • Parents will be provided with support in navigating Google Drive and Google Classroom.

Aspirations

  • Students, staff and parents will be 100% engaged in the learning, teaching and communication practices at Prescott Learning Centre.

This community has been given an opportunity. Prescott is a new school with new ideas. I think as the school community evolves we will see amazing things as we build towards the future. What we started building on this year will impact how schools approach learning in the future.

- Prescott Parent via ThoughtExchange

Results

  • The percentage of teachers and parents satisfied with parental involvement in decisions about their child’s education will increase significantly, as measured by the Accountability Pillar and ThoughtExchange surveys.


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Resource Stewardship

Strengths

One of the most amazing things is that the teachers are willing to adapt their teaching methods. My child is not a hands-on crafty kid. For class projects he has been given the ability to do the same project but by using resources such as Minecraft. I have seen evidence of this throughout the school.

- Prescott Parent via ThoughtExchange
 

  • Prescott Learning Centre’s Leadership Team continually examines the use of resources within our school and how they can best be used to positively impact student learning. The team has worked collaboratively with our staff to provide strong programming for all students within our school.
     
  • Prescott Learning Centre has successfully provided supports to students through our Inclusive Education Lead, Learning Coach and Collaborative Teaching Partners.
     
  • Our classrooms are innovative: all classes have daily access to technology, including iPads, Chromebooks, projectors, visual presenters, FM systems, and video conferencing equipment. We also participate in the Bring Your Own Device (BYOD) Initiative for Grades 3-9.
     
  • We have well-developed Fine Arts programming, including music, art, media, drama, foods, and other CTF initiatives.
     
  • Our school receives assistance from exemplary parent volunteers.

Opportunities

Not having playground equipment up and running, with the new school. I have never been a part of a new school opening and I guess just assumed that having a fully functional playground was just the norm when opening up a new school. With all the playgrounds in Spruce Grove, you think something would have been set up between the land developer and Parkland School Division.

- Prescott Parent via ThoughtExchange
 

Prescott Learning Centre allocates resources to support Inclusive Education and student programming, such as:

  • Supportive services provided by Educational Assistants
     
  • Creation and maintenance of regulation areas and tools to assist students with mental wellness
     
  • Classroom assistive technology to telecommunication/computers, iPads, digital display systems
     
  • Promotion of physical literacy and wellness
     
  • Playground equipment, outdoor activities and field trips involving curricular objectives

Aspirations

  • Prescott Learning Centre will have a well-structured intervention system that provides timely and effective supports to all students.
     
  • Prescott Learning Centre will continue to make the necessary resources available to ensure the mental health and wellness of our students through our Administration, PSD’s Community Support Worker, PSD’s Learning Services, Family and Community Support Services, Children’s Mental Health and other community-based supports.
     
  • We will develop a more comprehensive physical literacy program.

Results

  • The percentage of teachers, parents, and students indicating that their school and schools in their jurisdiction have improved or maintained the same level of quality will increase, as measured by the Accountability Pillar and ThoughtExchange surveys.


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