Proud to be a Mustang!

Proud to be a Mustang!

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!

Engaged with the Community

Engaged with the Community

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

The Power of Family-School Relationships for Combating Chronic Absenteeism

The Power of Family-School Relationships for Combating Chronic Absenteeism

Project Lead for Attendance Innovation Campaign – Chronic absenteeism, defined as missing more than 10 percent of school days in a year, represents one of the largest barriers to school success – one that a variety of school divisions and provinces across Canada are beginning to address in a targeted manner. It represents a significant issue and affects students as young as kindergarten and first grade, whose poor attendance hurts academic performance and sets a pattern for years to come. While we understand that parents can be powerful allies in preventing absenteeism, the power of family-school relationships are often overlooked.

In Alberta, it is estimated that over 151,000 students are impacted by school absenteeism and placed at significant risk of negative future outcomes, such as economic disadvantage, incarceration, and mental health challenges. According to an analysis of 2014-2015 attendance trends in Rocky View Schools, 22 percent of students could be described as chronically absent. To begin addressing this problem, Rocky View Schools launched a pilot initiative with matched financial support offered by an anonymous donor. The appropriately named, Attendance Innovation Campaign, had three main aims and intended to 1) educate communities as to the importance of attendance, 2) empower schools to utilize data to guide their practice, and 3) eliminate barriers to regular attendance in whatever manner they may appear. Beyond these three aims, the Campaign recognized the importance of family-school relationships and embraced growing research that showed how simple, low-cost strategies can reduce student absences and pave the way for academic success. In our four pilot schools, we asked teachers to do three things throughout the year

  1. Make a positive in-person or phone connection, at the beginning of September, with the parents of students in their homeroom, or as otherwise indicated by their school administrators.
  2. Reach out and perform a positive phone call, letter home, or email with parents of students in their assigned group on a monthly basis from October to June. This connection should describe how the student is doing or something positive they have observed.
  3. Make a positive phone connection, at the end of each month, with the parents of students in their assigned groups who were identified by school staff as missing a significant portion of school within a given month (e.g., 3-4 days). Please connect with the student as well if it is appropriate.

Through adopting the strategies listed above, the Attendance Innovation Campaign reduced chronic absenteeism within the identified schools from 10 percent to 1 percent in under one year of direct service. Rocky View Schools has committed to allowing elements of the Campaign to extend divisionally for the 2017-2018 school year.

For more information about the Attendance Innovation Campaign, please visit:

http://www.rockyview.ab.ca/21stC/supporting/rvs-attendance

Appreciating Our RVS Family

Appreciating Our RVS Family

christmas_freelargeSuperintendent of Schools – As the holiday season rapidly approaches I want to take a moment to share my appreciation for the fantastic people that make up Rocky View Schools. I have gained my appreciation by travelling throughout RVS and chatting informally with people, watching the countless tweets showcasing the great things going on in schools, attending community and school events, visiting schools, quiet conversations with students, observing the efforts of our staff, and living in a community within RVS.

What do I see? People who care, people who go above and beyond, people making a positive difference in our communities and with our youth. Whether it is a secretary, teacher, grounds person, education assistant, assistant principal, HR recruiter, afternoon caretaker, community volunteer coach, school tech and countless others – I see people who dedicate themselves to serve others. That is just how we roll in RVS. It is in serving others that we get our greatest rewards.

Our RVS team consistently puts others first. I see staff put students and their families ahead of themselves. I see the products of countless volunteer hours donated to make our schools an amazing place for learning, as well as a warm, welcoming and inclusive environment. I see our staff helping students contribute back to our communities and to the world. I smile with pride when I see our kids volunteering, raising funds for those less fortunate, finding their voice to identify injustice, and/or celebrating all that is right in the world. In most cases, it is with staff’s leadership, guidance, and support that the students are able to demonstrate their own leadership in our global society. Our staff models what it means to serve others.

As we reach the winter break, I want to say “thank you” to our entire RVS family. You make a difference in the lives of children, their families, your colleagues, and your communities. Thank you for all that you do. Thank you for welcoming me back into the RVS family with such kindness and concern for my family. Please be safe over the holiday, take the time to recharge your own batteries and try and do something for yourself and your family over the break.

Greg