Chestermere High - Rocky View Schools

Chestermere High School
2015 - 2019 School Education Plan
May, 2016
Year Two
MESSAGE FROM SCHOOL PRINCIPAL
“Let us put our minds together and see what life we can make for our children.”
Sitting Bull
As educators, it is our responsibility to prepare students for a world of work that we may never
have seen before. They will need to hone skills to meet challenges that we may not fully grasp
or be aware of at this present time. This challenge is one that we, at Chestermere High School,
believe that we need to meet head on, in ensuring that our students acquire 21st Century skills.
We consider our school and jurisdiction as leaders in this area, and look forward to our school
education plan being our guide in ensuring student success. We have been able to help
facilitate the advancement of 21st Century learning at Chestermere High School, by focusing on
Outcome 2 of Goal 1 of the Rocky View Schools Four Year Plan. We have concentrated our
efforts to ensuring that in providing 21st Century Skills to our students that we do not simply rely
on the integration of technology. Yes, being adept at using technology and being multi-media
savvy is going to be important in our students’ futures, but so too are the attributes of being a
critical thinker and problem solver. In this vein we have worked with our staff to ensure that their
planning focuses on all of the attributes of a 21st Century learner going well beyond the
integration of technology.
We have been very diligent in meeting the wide and varied needs of our learners as set out in
Goal 1 of the Rocky View Schools Four Year Plan (Learners are successful) at Chestermere
High School. Through our involvement in High School Redesign we have been able to provide
varied, dynamic and unique programming at our facility that best meets the needs of our
students. Our students are provided with programming in academics, fine arts and athletics that
are as our school motto states, second to none. We have provided professional development
opportunities in Design Thinking and Project Based Learning, along with providing embedded
time for staff to work on these concepts. This has allowed them to design engaging lessons that
challenge our learners, and go beyond meeting the students’ basic needs. By focusing in on
these areas we have been able to align closely with RVS Goal 2 (Learners are engaged) and to
better meet the needs of all of our students.
As we embark on the year ahead we look to create learners that are more than just literate and
numerate; it is our intent to provide experiences that ignite a spark in our students that will help
to make them life long learners. We are excited about being able to partner with our school
community and stakeholders to put “our minds together” in order to introduce our students to the
endless possibilities that they may have in their futures.
Jordan Fenton
Principal
SCHOOL PROFILE
School Name:
Principal: Jordan Fenton
Address: 241078 RR 280, Calgary, AB T2P 2G7
Phone: 403.272.8868
Fax: 403.272.9112
Email: [email protected]
Website: www.chestermerehigh.com
School Profile:
Grade Configuration: 10-12
Student Population: 798
No. of Teachers: 46
No. of Support Staff: 21
Unique Features of our school include:
· Multicultural with over fifteen other languages spoken within our school community
· Significant spectrum of diverse learning needs
· Collaborative, supportive student body and staff
· “Rurban” setting – we are located in a rural setting very close to an urban center
Quotes from Parent Advocates
“As this school year winds down, and in particular the graduation year for our son, we have had
some moments of bittersweet reflection of his past three years spent at Chestermere High
School. Being that this school serves more than just the city of Chestermere, but encompasses
the communities of Indus, Langdon, Conrich, Dalemead and Delacour, we recognize the
invaluable experiences and growth he has gained through his diverse associations here. As
each new year of students arrives, they are encouraged to make the most of their high school
experience by participating in and associating with as many Academics, Athletics and Arts
opportunities that Chestermere High takes pride in providing for its students.” - C.B.
“Chestermere High School staff enrich classroom experiences and create new programs that
are engaging and meaningful for their students. The opportunity to be part of something that is
"real-life” is helpful for students to see how their education relates to their future. The staff and
administration go beyond what is expected when it comes to their leadership, support and
presence at extracurricular activities throughout the year.” - J.
RECENT ACHIEVEMENTS
1. Moving Forward with High School
Redesign
Focused Learning Time
As we conclude our second year of
utilizing focused learning time as a daily
occurrence, we have recognized the
importance of embedding focused
learning time between classes. Focused
learning time allows students to access
one of their four teachers for forty
minutes a day. Teachers have the ability
to prescribe this time to complete
assignments or assessment. Through
PowerSchool, students are able to sign
up for their focused learning time. The
flexibility and control of this educational
support is shown through allowing the
students to make changes up to and
including the time preceding their FLT.
Focused Learning Time Tutorial Days
Focused Learning Time Tutorial Days
are an extension of the success we
have witnessed with our Focused
Learning Time. This time has been used
to allow students to collaborate and
complete outstanding work. These days
occur at the beginning of the final exam
period and ends when the Part B of the
English diploma is scheduled to be
written.
2. Showcase of Learning
Traditionally, high schools have held
four parent teacher interview evenings a
year. We found that this model limited
the time and amount of information
exchanged with parents. To highlight
student achievement, two Showcase of
Learning evenings were scheduled that
occur in the second half of each
semester. These evenings have
scheduled events that allow all
stakeholders to experience the
exceptional abilities of our students and
their educational environments.
Throughout the year, Staff were
coached through the Design Thinking
Framework which utilizes project base
learning and cross curricular
collaboration. Design Thinking
Framework has been encouraged
through Rocky View School Division
3. Grade Ten Transition
Through multiple collaboration days
both on and off site, grade 9s’ were
engaged by CHS students, teachers
and coaches to highlight and
demonstrate all the opportunities that
CHS has to offer. On the first day of
school in August 2015, grade tens had
exclusive access to staff and the school
to become more comfortable with their
new educational opportunities. That
evening, we held a new student
orientation parent’s information session.
Within days, we received positive
feedback from a variety of stakeholders
regarding this unique opportunity. Some
of the benefits that were discussed
included a reduction of stress for
students and teachers, increased
communication with home as well as
developing a stronger sense of
belonging with the CHS culture.
PRIORITY AREAS OF FOCUS
1. Engineering Futures
In the past five years, Rocky View has
seen tremendous success with the
Building Futures program. Chestermere
High School saw a need to support our
students in higher level academic
achievement. We adopted the Building
Futures framework to provide these
opportunities to a select group of
students. In 2016-2017 there will be
thirty grade ten students who will be
invited to participate as part of a cohort
in the first Engineering Futures program
at Chestermere High School. Using the
Building Future model, the student will
experience their humanities courses and
math/science curriculum through two
extremely dedicated teachers. The
format will also allow these grade ten
students to complete their CALM and
Physical Education Requirements
before moving into grade 11.
2. Infrastructure
As our population continues to increase,
Chestermere High School is facing
structural limitations to support the high
level of educational programming being
offered. Chestermere High Schools’
geographical footprint has a capacity of
950, as we move towards 850 students
next year, we will be facing both
pedagogical and structural challenges to
ensure the high level of curricular
delivery that stakeholders at CHS are
accustom to. As a response to requests
and course offerings over the past two
years, we have had over 300 students
request Mechanics. We see this as a
tremendous opportunity to continue to
listen to our stakeholders and keep a
pulse on what to offer and support as
functional pieces of societal
development. An example of this we
are presently offering Cosmetology,
Robotics and Yoga to address these
demands.
3. Electronic Portfolios
As technology has become an integral
part of peoples everyday lives,
Chestermere High School will continue
st
to support our students in utilizing 21
century technology to improve their
personal, professional and academic
success. Students are introduced to
myBlueprint in CALM classes and use it
as a functional tool to plan their
academic success while in school as
well as plan their transition to future
endeavors. We are working to support
the use of myBlueprint for students in
grades eleven and twelve through
regular interactions with the program,
Teachers and Guidance Counsellors.
GOAL ONE: LEARNERS ARE SUCCESSFUL
Outcome
RVS Performance Measure
Learners are literate
and numerate.
§
§
§
Learners build 21st C
competencies (skills
and knowledge).
§
§
§
Learners take
ownership of their
learning.
§
§
§
§
§
(AE) Percentage of students/FNMI students in who
achieved the acceptable standard and standard of
excellence on Provincial Achievement Tests (cohort)
and Diploma Exams.
(RVS) Percentage of students, parents, and staff who
agree that students are literate and numerate.
(RVS) Divisional performance measures to be
identified by Literacy/Numeracy Task Group.
(Pending)
(AE) Percentage of teachers, parents, and students
who agree that students model the characteristics of
active citizenship.
(AE) Percentage of students/FNMI students who
achieve the acceptable standard and standard of
excellence on provincial Student Learning
Assessments (competency measures). (Pending)
(RVS) Percentage of students, parents, and staff who
st
agree that students are building 21 C competencies.
(AE) High school completion rate of students/FNMI
self-identified students within three years of entering
Grade 10.
(AE) Annual dropout rate of students/FNMI students
aged 14 to 18.
(AE) Percentage of students/FNMI students eligible
for a Rutherford Scholarship.
(AE) High school to post-secondary transition rate of
students/FNMI students within six years of entering
Grade 10.
(RVS) Percentage of students, parents, and staff
agreement that students take ownership for their
learning.
(RVS) Percentage of staff that use balanced
assessment practices to support student learning.
Strategies
§
English 90% of students will be able to achieve the
Satisfactory level on school and diploma exams by the
time of the exam.
§
Social Studies Department will integrate analysis of
graphs in regards to population stats, election results,
regional disparities.
§
Science The science department plans to develop a
condensed Science 14/24 class allowing students to earn
credit for science 14 and science 24 in 3 terms (instead of
4)
§
Math By January 2017 develop an improved diploma
review process (unit specific reviews by teachers) for
Math 30-1 and Math 30-2.
§
CTS/Fine Arts will embed the technical vocabulary
associated with each discipline with the intention and
expectation that students will demonstrate the ability to
discourse using those terms. The use of
construction/culinary measurements and metric
compositional concepts will demonstrate the students’
ability to be numerate through the success of projects.
§
Learning Support and Guidance By January 2017,
students requiring extra support with writing output will
utilize speech to text software.
§
English Teachers will consider and incorporate elements
of the 21st Century Competencies in planning of units
and lessons 100% of the time.
§
Social Studies Explore ways to incorporate digital
citizenship into existing projects and rubrics.
§
Math Self-Directed: By January 2017, compile and
distribute relevant resources to students to access
additional support and materials for each lesson topic in
math. These will also be shared with parents/guardians.
§
Each CTS/Fine Arts teacher will ensure that the skills
and knowledge of their discipline is reflective of current
trends in the corresponding industry and take into
account post-secondary expectations.
§
Learning Support and Guidance By January 2017, all
students, in grades 10-12, will be registered for MyPass.
§
English Teachers will use a balanced approach to
assessment for the General Outcomes giving students
multiple attempts to demonstrate mastery in a semester.
Teachers will use Formative Assessment strategies for
first attempts and provide clear methods for improvement
before summative assessment of the learning.
§
Social Studies Department will use designated embedded
time to analyze existing project rubrics and make
improvements as well as drive towards consistency.
§
Math Develop posters with strategies for students to use
for improvement in their mathematics learning by
September 15, 2016. These will also be communicated to
parents.
§
(RVS) Jurisdictional Measure
(AE) – Alberta Education Measure
PE Students will continue to participate in skill
development opportunities, both in and out of the
classroom environment. This allows the students to gain
skills to continue to participate in activities once they have
completed high school.
GOAL TWO: LEARNERS ARE ENGAGED.
Outcome
RVS Performance Measure
Real-world, hands-on
learning experiences
engage learners.
§
§
§
Innovative and
effective practices
enrich learning.
•
•
•
(RVS) Percentage of students and parents who
believe teachers help students learn through engaging
practices.
(RVS) Percentage of students, parents, and staff who
agree students are engaged in learning.
(RVS) Percentage of staff that understands and use
inquiry and project-based learning.
(AE) Percentage of teachers, parents and students
indicating that their school and schools in their
jurisdiction have improved or stayed the same the last
three years.
(RVS) Percentage of staff satisfied that professional
learning has positively impacted their instruction
and/or effectiveness.
(RVS) Percentage of students who feel connected,
confident, and resilient (SOSQ data).
Strategies
§
English At least one project per semester will be
designed with a larger audience in mind: Showcase of
Learning; this project will follow the best-practices of
inquiry and/or project-based learning.
§
Social Studies Examine ways to integrate community
connection (reach out to community experts to present)
into Project and Inquiry based learning.
§
Science Discuss common assessment practices within
the department, focusing on a decreased number of
summative assessments, and allowing for increased
formative assignments.
§
Math By June 2017, develop and implement inquirybased activities in Math 10C (two per unit) to
demonstrate connections between concepts and
applications.
§
CTS/Fine Arts teachers will dedicate the majority of
instructional time to project based learning that is
reflective of and preparatory to the post-secondary and
industry experience.
§
Learning Support and Guidance By June 2017, identified
students will have access to real-world learning
opportunities to target specific needs (horse therapy,
zoo, post secondary trips)
§
PE Continue to utilize off site educational opportunities to
bring awareness and introduce new physical activities.
§
English Teachers will engage in provided PD
opportunities as well as find opportunities (Embedded
time, common FLT, and Teacher’s Convention) to pursue
department specific goals for classroom education. Where
possible, teachers will share pertinent information with the
department to assist in the professional development of
each department member.
§
Social Studies Encourage teachers to attend Design
Thinking offered by Rocky View Schools.
§
Math Expand the outcome based assessment method
used in Math 10C to at least one other class starting in
the first semester of 2016-2017.
§
CTS/Fine Arts Learning leads will ensure that each
teacher is aware of and pursues Professional Learning
opportunities applicable to enhancing their pursuit of the
Mastery of Teaching.
§
Learning Support and Guidance By June 2017, students
will have access to opportunities offered through Learning
Support and Wellness
Partnerships enhance
and fuel learning.
§
§
(RVS) Jurisdictional Measure
(AE) Percentage of teachers and parents satisfied
with parental involvement in decisions about their
child’s education.
(RVS) Percentage of staff and parents who agree that
the schools build meaningful relationships with home
and partnership with the community.
(AE) – Alberta Education Measure
§
Continue to communicate with stakeholders through
regular newsletters, Synervoice emails, Facebook and
Twitter. Also encourage parents to access PowerSchool
on a regular basis.
§
English Over the next school year, teachers will work
towards creating a database of potential community
partners for current projects.
§
Social Studies Communicate Project based learning plans
to parents and request experts to to come in and present.
§
Science- Create mini labs and inquiry lessons which will
allow students to experience the science hands–on, with
low risk
§
Math By December 2016 develop a guest speaker list
from parents/community members that can come in and
discuss how they use math in their careers.
§
CTS/Fine Arts will pursue the partnership of local
community industries related to our courses and establish
one or more connections for each discipline.
§
Learning Support and Guidance By June 2017, students
will participate in Recycling Program and Showcase of
Learning.
§
PE Invite parent and community members who possess a
specific skillset that is complimentary to physical
education curricular outcomes.
GOAL THREE: LEARNERS ARE SUPPORTED.
Outcome
RVS Performance Measure
Learners feel well,
safe, valued, and
respected.
§
§
Learning is
accessible,
individualized, and
challenging.
§
§
§
Student-centered
decisions propel
achievement.
§
(AE) Percentage of teachers, parents, and students
who agree that students are safe at school, learning
the importance of caring for others, learning respect
for others and are treated fairly at school.
(RVS) Percentage of students, parents, and staff who
agree that learning environments are caring, safe, and
respectful and promote wellness.
(AE) Percentage of teachers, parents, and students
satisfied with the overall quality of basic education.
(RVS) Percentage of students and staffs who agree
that they have appropriate technical and learning
supports to meet student needs.
(RVS) Percentage of parents and staff who agree that
students with special needs are meeting their learning
goals.
(RVS) Percentage of students, parents, and staff who
agree schools have a student-centered focus.
Strategies
§
English When possible, ELA teachers will discuss
elements and features of empathy as demonstrated by
fictional characters in texts of study.
§
Social Studies At each grade level, students will be aware
of how they can make change as a citizen in society by
contacting politicians, nongovernmental organizations,
reaching out to media to express concern around a
cause.
§
Science Formative and summative assessment will be
used in a blended model to ensure that students are able
to explore their academic potential with reduced risk of
failure to negatively impact their success.
§
Math By September 15, 2016 ensure that all math
teachers are using and communicating to students
common assessment weightings for the same courses.
§
CTS/Fine Arts instructors will develop an environment that
reflects the values of the school and promotes the
success of each student. All activities will apply RVS
regulations towards mitigating risk and ensuring student
safety.
§
Learning Support and Guidance 2016-2017, students will
continue to have a teacher sponsor and designated space
to host the GSA committee.
§
English Teachers will have multiple access points for all
work (hard copy, Moodle, teacher websites, etc).
§
Social Studies Increase project based learning activities
specifically at the -2 level.
§
Math Expand the outcome based assessment process
used in Math 10C to at least one other class starting in
the first semester of 2016-2017.
§
CTS/Fine Arts will maintain programs in which
accessibility to all students is facilitated and that each
teacher will focus on the experiential importance of the
course.
§
PE Continue to provide a variety of activities that allow the
success of all students regardless of skill level or ability.
§
English All projects will be designed with an element of
student choice, be it choice of inquiry or choice of
presentation, or both.
§
Social Studies Teachers will collaborate to update self
reflection and group rubrics for student assessment.
§
Math In the last week of January/June, have grade 12
students list the top 3 things that helped them be
successful in high school math, and list the top 3 concepts
they struggled with in math, and suggestions to help
future students.
§
CTS/Fine Arts teachers will ensure that a number of
projects will facilitate student-centered decisions in areas
such as project choice and project direction.
§
(RVS) Jurisdictional Measure
(AE) – Alberta Education Measure
Learning Support and Guidance By June 2017 students
will collaborate with teachers around areas of interest to
present learning at two Showcase of Learning Evenings.
BUDGET HIGHLIGHTS
Certificated Staff
Support Staff
Services & Supplies
Other
TOTAL EXPENDITURES
2014/15
$3,754,986
$717,302
$562,929
N/A
$5,035,217
2015/16
$4,048,463
$730,870
$816,208
N/A
$5,694,417
2016/17
$4,313,565
$745,022
$915,084
N/A
$5,874,796
SCHOOL FEES
2014/15
School-Established Mandatory Instructional Fees
Textbook Deposit Fees
Graduation Fee
Art
Band
Communications Technology
Information Processing
Construction Technology – 3 credit
Construction Technology – 5 credit
Creative Writing
Fabrication Studies – 3 credit
Fabrication Studies – 5 credit
French 10
French 20, 30
Enterprise and Innovation
Marketing Management
Foods – 3 credit
Foods – 5 credit
Fashions – 3 credit
Fashions – 5 credit
Instrument Rent ($50.00 refundable)
Paleontology
Percussion Rent
PE 10 – Lock Fee
PE 20, 30 Away Fee
Spanish 10
Spanish 20, 30
Sports Medicine 15, 25, 35
Sports Performance
Sports Performance – Hockey
Wildlife
Culinary Arts 10
Culinary Arts 20/30
Financial Management
Leadership 10
Leadership 20/30
Digital Media Arts
Cosmetology 10
Cosmetology 20
Robotics
Extra-Curricular Fees
Athletic Fee (one-time fee for all athletes)
Golf
2015/16
2016/17
$145
$75
$120
$65
$125
$20
$20
$50
$100
N/A
$50
$100
$5
$40
N/A
$10
$45
$90
$21
$45
$210
$36
$75
$10
$150
$5
$40
$25
$20
$250
$10
$75
$75
$10
$100
N/A
$20
N/A
N/A
N/A
$145
N/A
$120
$65
$125
$20
$20
$50
$100
N/A
$50
$100
$5
$40
N/A
$10
$45
$90
$21
$45
$210
N/A
$75
$10
$150
$5
$40
$25
$20
$250
$10
$75
$75
$10
$100
N/A
$20
$50
$100
$35
$145
N/A
$120
$75
$125
$20
$N/A
$50
$100
N/A
$50
$100
$60
$60
N/A
$10
$45
$90
$21
$45
$210
$40
$75
N/A
$150
$60
$60
$25
$20
$295
N/A
$100
$75
$10
$200
$25
$20
$50
$100
$35
$35
$130
$35
$130
$35
$130
Cross-Country
Girls’ Soccer
Boys’ Soccer
Football
JV Girls’ Volleyball
JV Boys’ Volleyball
Varsity Girls’ Volleyball
Varsity Boys’ Volleyball
Curling
JV Girls’ Basketball
JV Boys’ Basketball
Varsity Girls’ Basketball
Varsity Boys’ Basketball
Badminton
Track and Field
Girls’ Rugby
Boys’ Rugby
Fitness Room Pass
Other Fees
Yearbook
Culinary Arts Uniform
$30
$125
$90
$365
$280
N/A
$350
$300
N/A
$385
$485
$550
$650
$10
TBD
$260
$260
$40
$25
$125
$95
$400
$285
N/A
$390
$340
N/A
$585
$610
$595
$690
$10
$25
$200
$200
$40
$25
$125
$95
$400
$285
N/A
$390
$340
N/A
$585
$610
$595
$690
$10
$25
$200
$200
$40
$40
$71
$40
$71
$40
N/A
Digitally signed by
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Date: 2016.07.25 15:18:39 -07'00'
July 25, 2016