Superintendent of Schools – Each year, school divisions in Alberta must generate an Annual Education Results Report (AERR). This report serves as an assurance/accountability tool for school divisions by providing its communities with access to information regarding its students’ achievements, as well as its operational successes and challenges. The report comes out in early December, but we started putting the pieces together this past week. A small team met with various stakeholders to discuss and highlight accomplishments around our goals and outcomes from our Four Year Plan. For each specific outcome, we try to describe (in 250 words or less) what happened over the past year.
Sounds easy? Nope! I find we are so focused on continuous improvement it is hard for us to stop and remember past accomplishments. Conversations stray into what we are currently doing or challenges we are attempting to address now. We really have to rein ourselves in to focus on what happened last year. We take for granted the great work done previously as we know we have much more to do and rarely take time to celebrate our accomplishments. Another challenge is quantifying and documenting the work. Much of our accomplishments are best described in the rich stories from teachers and/or learners. Capturing those rich experiences in a format that fits in a written report like the AERR is tough. In my experience working in some other sectors, they dedicate people to tracking and recording the accomplishments. But K-12 is so focused on providing services, we do not have anyone focused on tracking the actions. As we encourage departments to document their journey using rich media resources like videos, tangible learning artifacts and social media posts, it does help us recall the impact we are having.
We have provincial academic performance measures like Provincial Achievement Tests (PATs) and Diploma Exams (Dips) that we use to measure progress as well. We also have provincial satisfaction survey data, along with a local RVS survey specifically tailored to our Four Year Plan. Those quantitative data sources are easier to include in AERRs, but even they require interpretation and a back-story to truly understand the data. People who are not from the education sector often feel frustrated when looking at our results because of the variables that cannot be isolated nor ignored. You cannot compare public education to a factory model where productivity gains are demonstrated by the number of widgets outputted by adjusting the speed of lathe or implementing a new conveyor belt technology.
I am describing this reporting challenge from a divisional perspective, but the same occurs for our schools. They are now developing their School Annual Results Report (SARR) and face the same challenge about looking at data, and documenting successes and challenges in relation to their own School Education Plan. I know they face similar challenges because we are so busy “doing” that we do not capture all of the successes and stories.
Stay tuned until early December when we release our Annual Education Results Report. This year we will not be producing a digital copy, as its due date falls in line with moving to a new public website platform. However, If you want to see what an AERR looks like, click here to see past reports.
Superintendent of Schools – Welcome back for the 2017-2018 school year. I am honoured to be part of Rocky View Schools (RVS) and the team that serves the youth in our communities. I hope everyone had a great summer and enjoyed the amazing weather we had throughout the region.
Over this school year, we will remain focused on ensuring that students experience success, engagement, and support – the three pillars of our Four-Year Plan we remain committed to. We are actively working to help students develop critical literacy and numeracy skills, while building a broad skillset of important competencies that will serve them throughout their lifetime. We achieve this through providing students with rich, hands-on, real-world learning environments both in and outside the classroom, keeping the spark of curiosity and learning alive. We also continue to hold a high value on inclusion, diversity, compassion and fairness and attempt to address the unique needs of every learner through tailored supports specific to the needs of the individual child. Our students deserve no less!
At Rocky View Schools our greatest strength is our people. It is our entire dedicated team that makes a difference in the lives of our students. We are so proud of our staff and the countless things they do for our students and our school communities. A special thank you to many of our staff that worked throughout the summer to get ready for the start of the school year.
We cannot do this alone. We have great community partners and volunteers that amplify our efforts. I want to thank all of those who give their time and resources to help our students. Other critical partners are our parents. Your support and involvement ensure your children, our students, continue to receive rich learning experiences in supportive learning environments.
Together we are stronger and together we can do the very best for our students.
RVS Student, George McDougall High School – Seven years ago, George McDougall organized their first ever Ride of the Mustang after one of our very own mustangs was diagnosed with cancer. Since then, this annual 48-hour fundraiser has raised over $765,000 for the Alberta Children’s Hospital Foundation, which has gained us popularity throughout the community and granted our school the Top Fundraising School award from Kids Helping Kids every year. There are no words to describe just how special this fundraiser is. Although it takes over the City of Airdrie every year for only 48 hours, it will continue to leave a mark on the community forever.
After my first Ride of the Mustang, I knew I wanted to be involved. I had never in my life been in a room filled with so much energy, pride, and community. Over the 48 hours, there were fun games during all hours of the night that included everyone, a school-wide head shave, and memories that will last a lifetime. (Also, I will never un-see some of my teachers on stage doing a midnight karaoke session).
Since then it had been my goal to be a part of the ride and to make it bigger and better every year. As of 2017, for my senior year, I was the Chairman of the Operations committee and because of this opportunity I have had amazing experiences that have not only impacted me, but also the community.
A few of the committee members and I were given the chance to take a tour of the Alberta Children’s Hospital in December. We were given a detailed tour to see where exactly the money we raised was being spent. It was unbelievably heart warming. Seeing the hospital first hand opened our eyes and I remember leaving that day being completely overwhelmed with a sense of pride. There is no better feeling than to physically see how much of a difference you make in someone else’s life. Although the students of George McDougall may not know who we are helping personally, we believe that there is never a reason to turn down the opportunity to help someone in need. This is our school’s way of showing that children and families are not alone in the fight and we hope to ride forward for however long it may take.
This event proves how much of a difference can be made when a group of people come together with one common goal in mind. I will forever be inspired by our bikeathon and hope that it will encourage others to work together to make a difference in whatever it is they believe in.
As time passes and classes graduate, there is not a doubt in my mind that future students will hold true to the Ride of the Mustang legacy for years to come. I am so proud to be a Mustang!
Teacher, Ralph McCall School – When I started out the journey developing Connections as an idea in the Rocky View Schools Fellowships, the aim was always to engage students in meaningful learning experiences. Inspired by the great work already occurring in Rocky View, such as the WILD program or Building Futures for older ages, our idea was how can we engage younger students in similar ways. Working with administrators and Rocky View’s learning specialist team, we came up with with our idea for Connections.
At it’s heart, the intention of Connections is to inspire students to make social, emotional, physical and intellectual connections with their learning. At the beginning of the year we spoke about how making a connection in their brain, their memory, is a lasting thing. Positive or negative connections are lasting – therefore engaging in meaningful learning opportunities is an important way to ensure kids love coming to school everyday.
The idea itself went through growing pains, or an “identity crisis” – often described as a class that learns outside, I always felt it was and should be more than that. The students should be challenged to learn about the world in a hands-on way that utilizes experts and has a meaningful and lasting impact. From here, the path and the partnerships needed became much clearer. First, was the idea of using the community to improve engagement in the grade 4 curriculum. Then came the barriers to this and ideas to overcome them. Thus a partnership was born with Airdrie Transit, which has provided us affordable transportation to different places in Airdrie.
Suddenly opportunities to visit places opened up. Students visited the Airdrie recycling depot, Nose Creek Museum, Plainsman Arena, Airdrie Public Library, Chinook Winds Park, Nose Creek Park, the Airdrie Cenotaph, and the Airdrie Echo.
With this, came opportunities to engage experts on topics related to our learning. In our sustainability project we learned how to plan for a sustainable community from the City of Airdrie. We learned about waste, learned about protecting our natural spaces with CPAWS, how to plan a garden that provides food through Green Calgary, how to improve water security with CAWST and we examined the food waste in our school. This project was later presented to City of Airdrie Environmental Committee.
Over the winter we connected with an app developer who was looking to try out using their app in schools. Part of this pilot project and study was to offer students an opportunity to dive deep into the Alberta curriculum and share it in a unique and living way. Students were proud this past week to showcase their Discovery Agent’s missions on Alberta and Airdrie history, located in Nose Creek Park, to other students and invited guests. Not only were students able to be the creators of these missions, but engaging them in the competitive aspect of the app and utilizing a natural, outdoor space provided great tools of engagement for students.
It wasn’t always easy: relying on public transit rather than chartered buses requires organizing around it’s schedule; relying on the interests of 9 and 10 year olds; and relying on the weather (as you can see, it can snow in April). Seeing students “showing off” their learning, showing an appreciation for public transit when we walked places instead of taking the bus or when the weather turned and even enjoying our community and remembering their experiences were key elements to finding success in our class.
Discovery Agents testing in April
At we reflect and begin to plan for next year, I can feel confident that students were given opportunities to develop into well rounded citizens, challenged and engaged physically, socially, intellectually and emotionally.
“[student] was eager to apply things that he had learned and even helped us to change some things we were doing in our home. He also became interested in public transit and learned about the C-Train and bus schedules while visiting [family] in Calgary.” – Parent Feedback
Superintendent of Schools – Like many of our RVS team, I spent some time away from work last week during RVS’ spring break. After spending a few days back in Saskatchewan celebrating a family milestone, we loaded up the van and returned home. I spent the good part of the next four days in the backyard landscaping. I have no green thumb, but shoveling, pushing the wheelbarrow, and installing edging is right up my alley. The immediate feedback of moving four cubic yards of garden mix from the front driveway to various beds in the backyard works for me. Like many challenges, at the beginning I thought we’d never get that all moved. Wheelbarrow full after wheelbarrow full and the pile was not changing. Suddenly I noticed the pile looked a bit smaller. A few loads later, it was smaller yet. A couple of loads later we were scraping the driveway to fill the last load. Wow, mission accomplished.
The next day it was three cubic yards of wood chips. The race was on. How fast can we move those light wood chips? 40 minutes – start to finish and that project was complete. We had time to tackle other pieces of the yard. The next day included three cubic yards of rock on the driveway. So much for another 40-minute job. The weight of the rock combined with my 15-year-old being at an umpiring clinic meant we labored away for 4 hours. Nevertheless, at the end of that day, all the major landscaping groundwork was complete. Now we are ready for the fun bits of planting trees, shrubs, and flowers.
By now you must be wondering, what is Greg writing about all this for? I guess my work is normally focused on the long game: next year’s budget; long-term student achievement growth; multi-year plans; and, creating the conditions for our staff to be successful. Looking back, this project was still about creating the conditions for future plantings to grow (which is not far off from my usual job). It was nice to tackle some tasks that had a defined start and end. I knew the tasks were complete when the piles were moved. I knew I was successful when the yard looked like what we drew up on our garden plan.
Sometimes it is just nice to have a sense of accomplishment with tangible results you can see from your deck!