Listening Tails

Listening Tails

Child Development Advisor – Chestermere Therapy Dogs Society (CTDS) was created in 2014 from the heart and vision of an amazing individual, Steven King. He believes that animals, particularly dogs, can add tremendous value to our lives. From this vision, several programs have been developed. The one I would love to introduce you to is Listening Tails!

The Listening Tails program is designed to help children improve their reading skills and confidence by reading out loud to a therapy dog. Each student will read for 15 minutes once a week for six weeks. Prairie Waters Elementary School is so blessed to have two dogs (Shadow and Atlas) and two handlers (Tanya and Sheldon) once a week for an hour and a half. This allows for 10 students each week to participate in the program.

Listening Tails has been running strong at Prairie Waters Elementary School since the Spring of 2015. We have been lucky enough to provide this opportunity to approximately 75 students. The program’s success stems from the fact that dogs love the attention they receive when children read to them. Another key to the success of this program is that dogs are non-judgemental listeners. There isn’t an adult looking over their shoulders correcting them, and no added pressure of an audience of people.

Steven King quotes that “being a volunteer-driven organization, nothing could have happened without the dedication and commitment of the volunteers in Chestermere and surrounding areas who, from day one, have embraced the idea of help through therapy dogs. As an organization, CTDS understands that the dogs are the centre of attention, but nothing happens without the loving care of their dog handlers who give selflessly of themselves each time they attach the CTDS bandana around their dog’s neck.”

Our students absolutely love being chosen to participate in Listening Tails; choosing which child gets to have a coveted spot on the list is one of the hardest decisions to make. Every student who has participated in this program has nothing but positive things to say. Many students ask to partake regardless if they are an emerging reader. The connection our students feel towards the dog is magical.

Our school is a happier place when Shadow and Atlas are here. The dogs bring a positivity to the hallways that is difficult to describe. Prairie Waters is thrilled to have the Listening Tails program at our school and is so appreciative of the dedication and commitment that Tanya and Sheldon have for bringing the dogs once a week from September to June.

The Listening Tails program is truly a win-win situation. The students love the time they spend with the dog, the dog loves the one-on-one attention they receive from the student, and the handlers leave our school feeling they have made a difference in the lives of a child. If you have any questions about this program, please do not hesitate to contact me or visit the Chestermere Therapy Dogs Society website.

Amazing Things Our Students Do

Amazing Things Our Students Do

Superintendent of Schools – I am so grateful for the many opportunities my role affords to get to see our RVS students excel, contribute, and make a difference in their communities. Teens especially get a bad rap in our society. Most adults forget what it was like as we transitioned from kids to young adults. We all made mistakes, and the occasional poor choice, but society seems stuck on judging all teens by their mistakes. I’d love to wear the body cam to share just some of the amazing things I get to see kids and teens routinely do.

I saw 75 teens from eight different school give up an evening and full day away from their regular classes to participate in RVS’ Honour Band. The concert band performed for a group of adults and students at Chestermere High as a culminating activity. The teens in the audience watched the concert – many of which probably would not list concert band on their top 10 interest lists – and where incredibly well behaved. They listened intently, recognized the efforts of kids from across the region, and when the concert ended, picked up their chairs and put them back – and then many turned around and grabbed the chairs for the adults in the room.

My twitter feed is consistently full of kids collecting something for those in need in their community, kids participating in basketball and curling playoffs/playdowns, grade 10 students working with grade 2s to share their knowledge and experiences, kids learning with members of our communities, kids teaching people in our communities, teens helping volunteer groups, teens raising funds for those in need both locally and globally, and teens taking on leadership roles within their schools. Watch the #rvsed hashtag or a couple of the schools in your community for a week and I assure you that you will feel a lot better about our communities and country when you see the amazing things our kids are doing.

Lastly, I cannot forget to recognize our amazing RVS staff who empower and enable students to make a difference. Our staff volunteer countless hours, create highly engaging environments, which allow kids to shine. Staff make a conscious effort to have high expectations and build skills so that students can be successful.

Greg

21st Century Learning – It’s All About Making Connections

21st Century Learning – It’s All About Making Connections

Director of 21st C Learning – As I sit and observe our first SAIT Dual Credit Management 200 class, with learners from RVS, CBE, and via WebX from Prairie Rose and High Prairie school jurisdictions, I reflect and concur with the SAIT Academic Chair that ‘this isn’t education as we once knew it. It is amazing and humbling to facilitate the experience for high school students to take a post-secondary business course, in a face-to-face as well as distance setting. These participating students are navigating this new course, and key to successful 21C learning in this circumstance is ‘making connections’. In this case, it is students from four RVS high schools engaging with students from a multitude of other schools taking advantage of this post-secondary opportunity delivered in a blended learning format. It is simple to point to this as an example of 21C learning and I think it’s important to consider that it’s also what we do EVERYDAY that is 21C learning.

While we focus education in 2017 on connecting curriculum and competencies such as critical thinking, problem-solving, communication, collaboration, cultural and global citizenship, managing information, creativity and innovation and personal growth and well-being, we have not lost sight of the educational foundations of literacy and numeracy. RVS is aligned with Alberta Education’s focus on literacy and numeracy and we are elevating the conversation around these fundamental skills, and how they connect with the identified 21C competencies in our work. As the Director of 21C Learning for the past six months, it has been fascinating for me to observe the intersections of the work that professionals are undertaking in their day-to-day work, preparing students to be successful in their next steps – whether in the realm of school, work, or service to others. Collaboration and connections between professionals in schools and within the Learning Department have expanded understanding and supports for staff and students in all schools; in our own learning, we are extending our understanding of design thinking, planning, and trans-disciplinary work.

One thing has been crystal clear in the learning and teaching in this role – we are ALL learners and regardless of one’s job, whether it is as a student, teacher, support staff, principal, bus driver, secretary, tech assistant, director or caretaker, it is imperative that we take responsibility for shaping our individual growth plans to suit our own learning needs. Being part of a design cohort, participating in a book club, engaging in an online course, attending a conference, collaboratively planning with peers, are all meaningful and worthy learning endeavours. Our learning becomes even more relevant to us when we are authentically engaging in our study – in my own case, learning more about design thinking by taking an online course and then using that to plan sessions with and for others. This has extended my comfort zone and helped to keep me current pedagogically. I relish the opportunity to be a learner and to be able to connect with and assist others in their respective learning journeys.  As professionals in education in 2017, it is certainly exciting times and we can truly say, ‘there is never a dull moment’, as we tackle the dynamic landscape that is ‘school’ where connections between people, pedagogy, and curriculum in our work are made.

Making It Real

Making It Real

Superintendent of Schools – Our Four-Year Plan (4YP) has three key goals – learners are engaged, supported, and successful. Another means we use to describe the key work of RVS is making learning visible, real, and for everyone. One only needs to watch the #rvsed Twitter hashtag to see daily examples of how schools and staff create amazing learning opportunities for our students. In any given day, you will see teachers creating learning opportunities bringing those three concepts to life.

Last week I was at an event at Banded Peak School where students were given a place conscious challenge – utilization and beautification of a piece of land in the town area. In parallel, the community has created a committee looking at the space and trying to decide what to do with it. The students were challenged to design a functional space that would become a community asset. Students surveyed members of the community to see what people wanted. They asked about overall concept, preferred materials, activities that could take place in the space, and learned about lighting concerns, strategies to make the space low maintenance, and many other ideas. Students also met with local experts to gain further information. Students toured the site. Ultimately, students produced a scaled drawing, key information panels, and a model of the park. I was among a number of adults who walked through the student stations and had students explain the details of their designs. It was a great opportunity for making their learning visible.

Often we get caught up in the final product of the learning activity, but it is the process that is truly important. In gathering the information and ultimately explaining their learning to a stranger, students had plenty of opportunity to demonstrate their mastery of our 21C competencies. I asked students tough questions about their design and I am pleased to say they could answer the question or at least recognize the issue as a challenge in their design. The kids were invested in the activity because it was engaging and real. They walk or ride by the land in question and want to contribute to a solution to make it better. They were given an authentic problem and access to real world experts and resources. This was not open the textbook, read a chapter, and answer 1,2,4 and 7. Kids toured the site, learned the nuances of the land, looked at a solution from multiple perspectives, and had to handle competing priorities and diverse opinions. It was real and they made their learning visible.

As I mentioned earlier, this is a common occurrence in RVS. I saw on Twitter the previous week about grade 3 Sarah Thompson School students designing and building models/blueprints for ways to address opportunities and challenges in the hamlet of Langdon. They shared their ideas and presented to the local county Policy and Priorities committee. I cannot list all the examples so just watch #rvsed to see some of the amazing ways our staff are making it real.

Greg

School Attendance Tracking: It Shouldn’t Be Rocket Science

School Attendance Tracking: It Shouldn’t Be Rocket Science

Project Lead for Attendance Innovation Campaign – Recent North American studies report that approximately 10-15 percent of students demonstrate problematic absenteeism and, if these prevalence rates are accurate for Alberta, over 100,000 students would be placed at significant risk for academic underachievement, high school drop-out, incarceration, and mental health difficulties. Further, students who experience chronic stressors, such as socioeconomic disadvantage, are placed at an even greater risk for school absenteeism, and represent a specific population who benefits greatly from early intervention. The potential size of this issue within Alberta highlights the need for efficient and effective attendance data tracking, monitoring and evaluation mechanisms that occur at the individual school level and can be compiled for divisional and provincial review.

Across Canada, school authorities differ in their practices surrounding the collection, monitoring, and evaluation of attendance and tardiness data. These differences are unique to provinces and school divisions because each party places different emphasis on the importance of school attendance and have different technological capacities. Despite these differences, however, attendance and tardiness should not be complicated behaviour to gather accurately because they are some of the clearest outcomes we can examine in schools – presence, absence, or tardy. Unfortunately, great variability exists between school boards, schools, and classrooms in how this data is collected and the accuracy of entered information. Attempts to track and evaluate student attendance and tardiness at a provincial, division, or school level often fail before they have even started because of this issue.

Tracking school attendance should not be rocket science and the Attendance Innovation Campaign has created a draft framework that school divisions can employ to standardize their processes and increase the accuracy and meaningfulness of collected data. We are requesting input on this draft document and hope everyone can join the attendance conversation. To obtain a copy of this framework, please click here.

For more information about the Attendance Innovation Campaign and to obtain access to useful educational resources, please click here.

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