ESFCHS/AHSFA School Education PlanOur Education Plan is based on contributions from students, parents, staff, business/community leaders and service

providers who provide ongoing and direct feedback in the development of goals and strategies for engagement, supportand success of each learner.

Follow Links to:School Annual Education Results Report

School Website

ÉSFCHS (École Secondaire Foothills Composite High School): hosts a vibrant FI Program, developing high levels of written and verbal fluency throughengagement in literacy and filmic texts, and the content of Social Studies.

AHSFA (Alberta High School of Fine Arts): is recognized for award-winning performances in all facets of art, choir, theatre & music. AHSFA is the perfectstepping stone to advancing in the Arts.

FCHS (Foothills Composite High School): is a multi-stream school with various paths for educational development, including the groundwork forapprenticeships, Fine Arts, Music, all post secondary programs, including many exciting trade options.

School Highlights and CelebrationsPromo VideoStudents’ Matter Video

Providing AssuranceOur School’s planning and reporting processes reflect the guiding principles, domains and enabling processes outlined in Alberta Education’s AssuranceFramework. Our School’s effective planning and results reporting occurs in a continuous improvement cycle which is integral to our accountability andassurance including:

● Developing/updating plans based on results, contextual information and provincial direction.● Incorporating stakeholder input based on engagement activities at various points throughout the process, as appropriate.● Implementing research and practice-informed strategies to maintain or improve performance across domains.● Monitoring implementation and adjusting efforts as needed.● Measuring, analyzing and reporting results.● Using results to identify areas for improvement and to develop strategies and targets for the next plan.● Communicating and engaging with stakeholders about school plans and results.

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Key insights from results analysis of the impact of Engagement, Support and Success strategiesStrengths and Areas for Refinement (list 4-8 key insights)

Strengths:● continue to foster, and enhance, a safe, caring and welcoming environment● continue to develop students’ external resilience (high)● continue to support students to stay in school and graduate in a timely manner● continue to have a high percentage of our students achieve an acceptable level of achievement● continue to have a high percentage of our students are eligible for the Rutherford scholarship● continue to encourage strong parent support and involvement● continue to encourage school-wide improvement

Areas for Refinement:● enhance the percentage of our students who achieve at a standard of excellence on Diplomas● enhance supports for students’ internal resistance (low)● enhance students’ preparation for the workforce● enhance students’ commitment to active citizenship● enhance students’ connection to the school community● enhance overall wellness (students, staff, community, etc)

How has this informed the strategies?Key Questions to Guide Our Work: How do we reinvent and reestablish a post-Covid school culture that engages students, parents and the community?

● How do we enhance our culture of prioritizing meaningful relationships with students so that all feel known, valued, supported, and respected?● How do we enhance our culture of meaningful, goal-oriented, relevant and rigorous programming that pushes learning forward?● How do we enhance learning accountability, engagement and understanding through mastery learning opportunities that build on student

success?● How do we enhance our welcoming, caring , respectful and safe culture of support and wellness, prioritizing inclusion, care and community?● How do we enhance our culture of commitment, integrity and courage and create opportunities and community partnerships for students that

prepare students to be involved and contributing community members before and after graduation?● How do we enhance our culture of personalized learning where students are afforded time to process, opportunities to develop their skills and

competencies, the ability to self assess, and multiple opportunities to demonstrate their understanding in various ways? How do we interpret datato better understand what individual students need next?

● How do we enhance our culture of flexible learning environments to ensure learning is student-centred (time and structure), provides choice, andpromotes independence, creativity, innovation and critical thinking?

● How do we enhance teachers’ opportunities for professional development, collaboration and mentorship to improve the design and delivery oflearning?

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● How do we enhance our culture of assessment practices that are fair, accurate, flexible and reflective of student growth?

Stakeholder Consultation:● Annual School-based Report● SOSQ● Lead team● Trustee● Parent Council● Students’ Matters● Staff Wellness Committee

Engagementfor each learner

Engagement that is timely, meaningful and collaborative

Our story of engagement for each learner at our schoolAt FCHS/AHSFA, we encourage student opportunities to lead and serve our school and community. We strive to regularly seek and respond to student,parent, community and staff voice when considering learning structures and decisions, organizing school spirit activities, and participating in communityinitiatives.

Goal Outcomes Indicators

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Desired Result

Advance stakeholder engagement andcommunications

Advancing stakeholder engagement practices andcommunication strategies ensures our School isresponsive to local needs, increases stakeholderunderstanding of education matters and improvesdecision-making. It provides stakeholders and thepublic with accurate, accessible and easy tounderstand information about the progress andperformance of our School in relation to provincialassurance domains and the Division priority ofengagement, support and success for eachlearner.

Measurable statements of what FSD seeks to achieve.

Purposeful and appropriate stakeholderengagement and communication strategiesensure:

● stakeholder engagement improvesdecisions made and provides assurance,trust and confidence in the system.

● communication provides assurance.

Indicators of achieving outcomes.

● Measures demonstrate that stakeholdersactively participate in engagementopportunities provided by the School.

● Stakeholder engagement informeddecision making and education plans.

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

Strategy 1: Student Engagement -● Continue to create opportunities for students involvement:

○ Falcon’s United Nations, Breakfast Club, Yearbook, Gaming-Bring Your Own Device, Child Advocacy, CMHA – YouthSmart, Positive Impact - CrossFit, Outdoor Adventure Club,Triathlon Club, Grad Committee, Student Union, Skiing Club& Trips, Game Board Club Young Author's Club, OpenConstruction Shop, GSA, Survivor, Archery, Art Club, OpenShops, etc

● Continue to create opportunities for student feedback○ Students’ Matters○ Bang the Table Feedback○ Students’ Union○ school-wide and classroom-based surveys

● Continue to host Grade 9 Transition Meetings/Tours/EveningRegistration appointments to ensure incoming students and parentsare given multiple opportunities to learn about programming and

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Parent Involvement: Increase in percentage of teachers and parents

satisfied with parental involvement in decisions about their child'seducation.

Local● Stakeholder Participation Rates: Increase in stakeholder (students,

staff, parents & community) participation in a variety of engagementopportunities.

● Stakeholder Involvement: Evidence of stakeholders (students, staff,parents, community/business) communicating, collaborating,thinking critically, solving problems and having a voice in educationplanning and decision making.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

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opportunities at FCHS/AHSFAPromote and Encourage Staff WellnessCommittee

● feedback from DO, staff members regarding PLC structures andschedules

Strategy 2: Staff Engagement -FCHS/AHSFA LeadsWellness Committee Staff SurveyCoffee ChatsProfessional Development

Strategy 3: Parent Engagement -Parent Council (monthly)Open House1 on 1 transition meetingsTimetable communicationsGrade 9 evening registration meetings

● Continue regular Communication: Webpage updated regularly;Maplewood/Edsembli: Parental access to grades and attendance;Monthly progress reports emailed home the last day of each month;Synervoice: important announcement that reports to parentsunexcused absences; Instagram @ferrisfalcon @compcoachfchs

Strategy 4: Community Engagement -Foster community athletic partnerships: Oilers, Raiders, DAWGS

● information sessions● family tours

Strategy 5: Communications -School NewsletterSchool websiteMaplewood/Edsembli

GoalDesired Result

OutcomesMeasurable statements of what FSD seeks to achieve.

IndicatorsIndicators of achieving outcomes.

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Advance evidence-based continuousimprovement and assurance.

Learners communicate, collaborate and solveproblems together to advance educationexcellence and provide assurance for studentgrowth and achievement.

Assurance has been achieved through:● Building relationships.● Engaging with education partners and

stakeholders.● Creating and sustaining a culture of

continuous improvement and collectiveresponsibility.

● The School's Education Plan and AnnualEducation Results Report (AERR)represent evidence-informed decisionmaking and continuous improvement.

● The School’s Education Plan clearlyidentifies priorities and outcomes to beachieved, measures used to assessprogress, and appropriate research andpractice-informed strategies implementedto achieve priorities.

● In the AERR data is analyzed, local andsocietal context considered, insightsdeveloped and conclusions drawn toinform education plans.

● The School provides assurance to thegovernment, local stakeholders and thepublic that they are fulfilling theirresponsibility for continuousimprovement in student growth andachievement through provincial and localmeasures.

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

FCHS/AHSFA Leads

PLC groups sharing their research and learning with Parent Council

Create opportunities for student, staff, parent and community voice inrecreating our school culture/identity post-Covid

● culture● learning● extra curricular● CTS

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Parent Involvement: Increase in percentage of teachers and parents

satisfied with parental involvement in decisions about their child'seducation.

● Continuous Improvement: Increase in percentage of teachers,parents and students indicating that their school and schools in theirjurisdiction have improved or stayed the same the last three years.

● Overall Quality of Basic Education: Increase in percentage ofteachers, parents and students satisfied with the overall quality ofbasic education.

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● learning● excellence

Local● FSD School Assurance Survey: Increase in percentage of teachers,

parents and students satisfied with Assurance Measures.● Guiding Principles for Assurance: Evidence that planning and

reporting processes reflect the guiding principles, domains andenabling processes outlined in the Assurance Framework.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

Assurance Links for ENGAGEMENT

FSD 2019-2020 Annual Education Results Report and FSD Financial StatementsAnnual Education Results Overview and Highlights and Annual Education Results Report SummaryEngage FSD and Foothills School Division Stakeholder Engagement PlanVision 2034: Prepared for the FutureFSD 2020-21 School Relaunch Updates & HandbookTrustee News & FSD: Trustee Guide to Good Governance

Supportfor each learner

Learning environments that are welcoming, caring, respectful, safe and inclusive.

Our story of support for each learner at our schoolGrade Level Teams (Grade-level admin, Learning Coach, Academic Counsellor and Family School Liaison Counsellor) meet weekly to discuss students ofconcern. The grade level team starts the support process, by putting strategies/plans into action for a two week period. This could include consultation withteachers and parents. If after two weeks, the grade level team feels additional expertise is needed, the student should be referred to SRT.

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Student Resource Team (SRT):  is a school based team (All grade levels) that meets biweekly to  determine strategies and supports for students. The studentresource team is comprised of  counselors (family school liaison counselors, connections counselor), learning coaches, and administrators. The primarypurpose of SRT is collaborative  problem solving in conjunction with teachers requesting assistance, and the resolution of student-centered problems.

Interventions/Supports/Strategies: instructional strategies to support a student, behavioural or social/emotional supports, further testing or a formalassessment, recommendations to community support options for a student/family, meeting with grade level team and parents, referrals to our FSD supportteam.FCHS/AHSFA Support Evidence

GoalDesired Result

Advance wellness and well-beingDevelop collective efficacy in advancing a culture

of wellness and well-being.

Guiding question: How can we influence shifts inthe three areas of identified wellness focus for oursystem?

● Re-creating workplace connections● Preventing Burnout● Maintaining work-life/school/life balance

OutcomesMeasurable statements of what FSD seeks to achieve.

● Learners contribute to developing andadvancing cultures of wellness andwell-being.

● Learners contribute to and feelwelcomed, cared for, respected and safe.

● Learners access a continuum of support.

“Students will learn● to develop a better understanding of

themselves that will allow them to makedecisions, achieve goals, build resiliency,and adapt to change

● to build resilience and positive mentalhealth skills for suicide prevention

● to know the difference between and howto manage health stress and traumaticstress”

Guiding Framework - Design and Development of K-12Provincial Curriculum page 11

“As a pluralistic society, Alberta recognizes andsupports unity and a commitment to the commongood among a diverse citizenry. A peaceful,pluralistic society and an energized civilization

IndicatorsIndicators of achieving outcomes.

● Improved wellness and wellbeing instudents and staff .

● All students and staff demonstrateunderstanding and respect for theuniqueness of all learners.

● All learning environments are welcoming,caring, respectful and safe.

● Learning environments are adapted asnecessary to meet learner needs,emphasizing a sense of belonging andhigh expectations for all.

● Improved understanding of an inclusiveeducation system is shared by alleducation partners.

● Improved collaboration with educationpartners to support learning.

● Improved wrap around services andsupports that enhance conditionsrequired for optimal learning andwellness.

● Structures and systems continuallyimprove to support learning and meet theneeds of students, families, staff andcommunities.

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requires respect and mutual understandingamong people of different faiths, experiences, andbackgrounds.”Guiding Framework - Design and Development of K-12Provincial Curriculum page 17

StrategiesStrategies are actions taken to achieve goals and desired outcomes

(Share 1 to 3 Strategies)

Overarching goal: increased sense of belonging and contribution to school

and community

Student Wellness:

● Social/Physical Environment

○ FLEX blocks to aid students in scheduling time to meet

obligations and take necessary breaks

● Promotion of school/work/life balance

○ Teaching and Learning

○ Educate students about who they can talk to, how to ask for

help, and resources available to them

○ Policy

○ Partnerships and Services: Sharing supports and resources

available to support mental/physical health

■ FSLCs

■ Okotoks Food Bank

■ Okotoks Resources Centre

Staff Wellness:

● Social/Physical Environment

● Staff wellness space to intentionally connect with other staff

members

● Promotion of school/work/life balance

○ Teaching and Learning

○ Inviting benefit partners to present on services for staff

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Safe & Caring: Increase in the percentage of teachers, parents and

students who agree that students are safe at school, are learning theimportance of caring for others, are learning respect for others andare treated fairly in school.

Local● SOS-Q (Student Orientation to School Questionnaire): Increase in

percentage of students who are at or above the National Norm inthe areas of Safe and Caring, External Resilience, Internal Resilience,Self-Confidence, Peer Relationships, Utility of School andExtracurricular Activities.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

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○ Educate staff about who they can talk to, how to ask for

help, and resources available to them

● Policy

○ Accessibility: HR policies visible and clear

● Partnerships & Services: Sharing of supports and resources available

to support mental/physical health

○ Community supports

○ ASEBP Supports

○ Wellness Sandbox

○ Homewood Health

○ Life Smart Coaching

○ www.Homeweb.ca .

GoalDesired Result

Advance our Continuum of SupportsContinue to develop and advance our continuumof support.

Outcomes

Measurable statements of what FSD seeks to achieve.

FSD maintains a robust continuum of support thatis visible and accessible to all learners at thedivisional level and within individual schools.

“A board, as partner in education, has theresponsibility to

(e) provide a continuum of supports andservices to students that is consistent withthe principles of inclusive education.”

Alberta Education Act, pages 39-40

“To support children and students in attaining thegoals as stated in the Ministerial Order on StudentLearning,school authorities must ensure that allchildren and students...have access to meaningfuland relevant learning experiences that include

IndicatorsIndicators of achieving outcomes.

Programs, services, strategies and local measuresdemonstrate that each learner has access to acontinuum of supports and services that isconsistent with the principles of inclusive learning.

● Students and staff demonstrateunderstanding and respect for theuniqueness of all learners.

● Learning environments are welcoming,caring, respectful and safe.

● Learning environments are adapted asnecessary to meet learner needs,emphasizing a sense of belonging andhigh expectations for all.

● Education partners fulfill their respectiveroles with a shared understanding of aninclusive education system.

● Collaboration with education partners tosupport student learning and well-being.

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appropriate instructional supports.”Alberta Guide to Education, Page 27

● Wrap around services and supports thatenhance conditions required for optimallearning and student well-being.

● Structures and systems support learningand meet the needs of students, families,staff and communities.

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

Continue to enhance inclusion and supports in the building:● Disciplinary literacy

● ILPs as useful working documents

Continue Learning Partnerships:

● Divisional LC Learning Pods: developing K&E learning plans

Accountability by developing and celebrating capacity building

● SRT team giving workshops/supporting all staff

● Staff sharing learning/successes at staff meetings

Parent and Student Involvement/Opportunities for feedback/engagement:

● Grade 9 Intake Meetings

● Parent/teacher interviews

● parent voice in ILP meetings and the development of new ILPs

● regular emails/phone calls

● LCs regularly meet with ILP students around what’s working/not

working

● LCs will create a Learning Support Website “Coach’s Corner”

○ frequently asked questions (student, parent, and teachers)

○ monthly newsletters for staff and parents

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Program Access: Increase in the percentage of teacher, parent and

student satisfaction with the accessibility, effectiveness andefficiency of programs and services for students in their community.

● Students at Risk: Increase in the percentage of teachers, parents andstudents agree that programs for children at risk are easy to accessand timely.

Local● SOS-Q (Student Orientation to School Questionnaire): Increase

in percentage of students who are at or above the National Normin the areas of Safe and Caring, External Resilience, InternalResilience, Self-Confidence, Peer Relationships, Utility of Schooland Extracurricular Activities.

● School Continuum of SupportsEvidence demonstrates students have access to a continuum ofsupports to support overall success, achievement and well-being.

● School-based Students’ Matters EngagementEvidence from student analysis of information gathered fromstudent generated engagement opportunities created throughStudents’ Matters.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

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Assurance Links for SUPPORT

For Further Information Follow Links toComprehensive School HealthFSD Parent Learning Link - FSD Staff Learning Link - FSD Student Learning LinkSupport for each learnerStaff Wellness and Student Well-beingSafe and Caring Learning EnvironmentsAccessing my Learning and Academic ResourcesLearning OpportunitiesResiliencyCommunity Resources

Successfor each learner

Student Growth and AchievementExcellence in teaching, learning and leadership

Our story of success for each learner at our schoolFCHS/AHSFA offers a wide range of academic, French Immersion/second language, fine arts, and trades programming.

Our Advancing Math 10 courses are designed to expose students to future learning so they will have an enhanced, foundational understanding of theknowledge and skills needed for success in core classes. Our flexible learning environments allow for students to focus on social/emotional and academicneeds.

FCHS Success Evidence Folder

Goal 1Desired Result

OutcomesMeasurable statements of what FSD seeks to achieve.

IndicatorsIndicators of achieving outcomes.

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Advance innovation and designBuild on existing high-quality learning in FSD bycultivating a culture of innovation and design todeepen student understanding of knowledge,skills and competencies through robust programsand career exploration that develops life-longlearners and active citizens that are prepared forthe future.

“Students will integrate the broad knowledgebase of these subjects to learn to think forthemselves, solve problems creatively,collaborate, and communicate effectively.Students will be encouraged to approach theworld with intellectual curiosity and humility,understanding our inherited traditions, engagingnew ideas and diverse viewpoints, questioningassumptions with reason, evaluating sources ofinformation with discernment, and applying theirlearning in a variety of life and work situations.” AB

ED Ministerial Order on Student Learning, p. 2 Innovationoccurs when students can transfer what theyknow to new situations and are empowered to becreative, innovative and think critically.

Learners participate in maker-centered, careerfoundations technology and career technologystudies that engage learners in authentic,real-world, experiential, hands-on learningenvironments and experiences.

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

CTS PLCs collaborating with our Innovation and Design Facilitator (Isberg) to

continue to plan and develop learning that engage learners in real-world,

experiential, hands-on experiences

CTS PLC Teams

MyBlueprint/University/College/Trades presentations

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Program of Studies: Increase in percentage of teachers, parents and

students satisfied with the opportunity for students to receive abroad program of studies including fine arts, career, technology, andhealth and physical education.

● Work Preparation: Increase in percentage of teachers and parentswho agree that students are taught attitudes and behaviours thatwill make them successful at work when they finish school.

● Citizenship: Increase in percentage of teachers, parents and studentswho are satisfied that students model the characteristics of activecitizenship.

Local● Student Intellectual Engagement Survey: Increase in percentage of

students who chose agree or strongly agree in 50% of questions inGrades 4 -12 in each of the following areas: High Expectations,

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Relevance, Rigor, Effort, Lose Track of Time (ELA, Math, SocialStudies, Science, CTF/CTS.

● MyBluePrint: Evidence of advancing use of myBlueprint as anePortfolio and career exploration tool.

● Learner Profiles: Growth in student achievement in maker-centeredlearning/CTF/CTS and competency development.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

Goal 2Desired Result

Advance learning for transferAdvance a culture of learning for students andstaff.

OutcomesMeasurable statements of what FSD seeks to achieve.

Learners will be able to explore and develop theirskills and passions and achieve their highestpotential.

Learners will be able to transfer their learning todeepen student thinking and understanding ofconcepts through learning experiences that canbe applied now and in the future for success.

Students will be well prepared for their futurewhile remaining current and relevant in the localand global contexts.

“Alberta Education supports students inprogressing in their learning through open criticaldebate, becoming lifelong learners inspired topursue their interests and aspirations, achievefulfilment and success, and contribute to theircommunities and the world.” Government of Alberta,Ministry of Education – Business Plan 2020-23, p. 52

“Understanding is about putting pieces ofknowledge into logical and meaningful order with

IndicatorsIndicators of achieving outcomes.

● Improvement in students’ ability to applyknowledge, skills and understanding ofconcepts in a variety of contexts.

● Improvement in students using ongoingfeedback to reflect continuously onprogress, identify strengths and areas ofneed and set new learning goals.

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other knowledge. Understanding is more complexthan knowledge, showing that a student islearning how to organize knowledge tounderstand a concept. By understanding, one canapply what they have learned to new situations inother contexts.” The Guiding Framework for the Designand Development of Kindergarten to Grade 12 ProvincialCurriculum, 2020

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

Scheduling Advancing Math 10C first semester for our incoming grade 10students. Providing Advancing courses in other courses

Developing and celebrating capacity building

● Embedded school based and divisional professional development

● LEAD Team: school-wide leaders who collaborate to confront data,

create goals, develop strategies with colleagues and stakeholders

○ Action Research PLCs

○ attend Lead FSD sessions

○ monthly meetings

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Overall Quality of Education: Increase in percentage of teachers,

parents and students satisfied with the overall quality of basiceducation.

● Lifelong Learning: Increase in percentage of teacher and parentsatisfaction that students demonstrate the knowledge, skills andattitudes necessary for lifelong learning.

● Drop-out Rate, High School Completion Rate, Transition Rates,Rutherford Scholarship, Exam Participation Rate: Growth andImprovement shown in each area.

Local● Student Intellectual Engagement Survey: Increase in percentage of

students who chose agree or strongly agree in 50% of questions inGrades 4 -12 in each of the following areas: High Expectations,Relevance, Rigor, Effort, Lose Track of Time (ELA, Math, SocialStudies, Science, CTF/CTS.

● Teacher plans show evidence of the principles in the SustainedConceptual Learning For Depth and Transfer Planning Guide.

● School Professional Learning Plans indicate a focus on the principlesin the Sustained Conceptual Learning For Depth and TransferPlanning Guide.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement and

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student growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

Goal 3Desired Result

Advance First Nations, Métis and Inuit studentsuccess

Advance First Nations, Métis and Inuit studentsuccess by providing high quality instructionalprograms and educational services for ourIndigenous students and to increaseunderstanding and acceptance of Indigenouscultures for all students, staff, and community.

OutcomesMeasurable statements of what FSD seeks to achieve.

First Nations, Métis and Inuit learners aresuccessful.

Strong relationships between students, parents,school, division, Elders, Knowledge Keepers,Cultural Advisors, local leaders and communitypositively impacts learner success.

Learners advance reconciliation by acquiring andapplying foundational knowledge of First Nations,Métis and Inuit experiences.

“Students will develop an understanding of andrespect for the histories, contributions, andperspectives of Indigenous peoples in Alberta andCanada, including Treaty Rights and theimportance of reconciliation.” AB ED MinisterialOrder on Student Learning, p. 2

IndicatorsIndicators of achieving outcomes.

● Improved programs, services, andstrategies for First Nations, Métis and Inuitstudent success.

● All students, teachers and school leaderslearn about First Nations, Métis and Inuitperspectives and experiences, treaties,agreements, and the history and legacy ofresidential schools.

● The FSD Truth and Reconciliation forLearner Success Toolkit supportsimproved Indigenous student success inthe areas of attendance, achievement,high school completion, program optionsand flexibility, career and academicadvising, graduation planning, careers andpost-secondary programs.

● Improvement in First Nation, Metis andInuit families that are actively involved ineducational decisions.

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

Indigenous Learning Lead team (Foster, Baker, Campos) share/exploreideas/actions with staff on school-based PD days and staff meetings

Orange Shirt Day

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Learning Outcomes (PAT & Diploma):

o Increase in FSD performance results ‘At or Above’ provincialaverage for Acceptable Standard and Standard of Excellenceon Grade 12 diploma exams for self-identified First Nations,Métis, and Inuit students.

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o Increase in percentage of self-identified First Nations, Métis,and Inuit students who completed high school within fiveyears of entering grade 10.

Local● RRST (Reading Readiness in English & French): Increase in

percentage of students in Kindergarten and Grade 1 who are at orabove grade level expectations.

● GRADE (Literacy Assessment in English): Increase in percentage ofstudents who are at or above grade level expectations in Grades 2 –9 in the areas of Listening Comprehension, Vocabulary and WrittenComprehension.

● MIPI (Math Assessment in English & French): Increase in percentageof students who scored 50% or more in Grades 2-10 in the areas ofNumber, Patterns and Relations, Shape and Space, and Statistics andProbability.

● Evidence of tools, services and strategies that demonstrateadvancing FSD First Nations, Métis, and Inuit learner success.

● Evidence of advancing reconciliation through the Calls to Action asreferenced in the Quality Standards for Alberta Educators.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

Goal 4Desired Result

Advance literacy and numeracyAdvance literacy and numeracy development foreach learner across all subjects and grades forimproved student growth, achievement andsuccess.

OutcomesMeasurable statements of what FSD seeks to achieve.

Learners are literate and numerate

Students will have the literacy and numeracycompetency to engage in learning across thecontent areas

“Literacy and numeracy are the foundationalbuilding blocks of learning. They shall be pervasiveacross all subjects and grades and specifically

IndicatorsIndicators of achieving outcomes.

● Improvement in students’ ability tounderstand learning outcomes,demonstrated by strengths in literacy andnumeracy, across all subjects and grades.

● Improvement in students’ knowledge,skills and understanding of foundationalliteracy, vocabulary, and comprehension(listening and written)

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taught using age-appropriate, complete texts ofhigh quality in language classes and standardalgorithms in mathematics. These foundationsestablish core knowledge, shared civic andcultural literacy and skills that enable students tosolve problems, think critically as they becomeactive and informed citizens leading healthy livesof meaning.” AB ED Ministerial Order on Student Learning– Foundations for Learning, p. 1

● Improvement in foundational numeracyand mathematical knowledge and skillsfor all students

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

Continue to provide professional develop on Disciplinary Literacy

Collaborate with our Literacy Leads--PD share outs with whole staff

Support teachers as they develop and tweak Advancing Math 10C● partner with Shelly Reid: Curriculum And Instruction Facilitator,

Numeracy and Mathematics● MiPi analysis

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial● Learning Outcomes (PAT & Diploma):

o Increase in FSD performance results ‘At or Above’ provincialaverage for Acceptable Standard and Standard of Excellenceon Grade 12 diploma exams.

Local● RRST (Reading Readiness in English & French): Increase in

percentage of students in kindergarten and grade 1 who are at orabove grade level expectations.

● GRADE (Literacy Assessment in English): Increase in percentage ofstudents who are at or above grade level expectations in grades 2 –9 in the areas of Listening Comprehension, Vocabulary and WrittenComprehension.

● GB+ & DRA (Literacy Assessments in French): Increase in percentageof students who are at or above grade level expectations in grades2-9 in the areas of word recognition and reading comprehension.

● MIPI (Math Assessment in English & French): Increase in percentageof students who scored 50% or more in grades 2-10 in the areas ofNumber, Patterns and Relations, Shape and Space, and Statistics andProbability.

● School Professional Learning Plans indicate a focus on the principlesand practices of literacy and numeracy design, instruction andassessment.

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● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

Goal 5Desired Result

Advance excellence in teaching, learning andleading that results in improved student growthand achievement.

OutcomesMeasurable statements of what FSD seeks to achieve.

Teachers and leaders continuously improve theirprofessional practice through professionallearning opportunities, collaboration, reflectivepractice and use of a wide-range of evidence toadvance teaching, learning and leading.

FSD “maintains high standards for teachers,school leaders, and school authority leaders byensuring that their preparation and professionalgrowth focus on the competencies needed to helpstudents perform their best, and that effectivelearning and teaching are achieved throughcollaborative leadership. Teachersand leaders are responsible for analyzing thelearning context, attending to local and societalconsiderations, and applying the appropriateknowledge and abilities to make decisionsresulting in quality teaching, leading, and learningfor all.” Government of Alberta, Ministry of Education –Business Plan 2020-23, p.56

IndicatorsIndicators of achieving outcomes.

● Improved collective efficacy of teachersand leaders responding with skill andcompetence to the unique learning needs,interests and cultural, social and economiccircumstances of all.

● Teachers and leaders improve theirprofessional practice in design, instructionand assessment through professionallearning, collaborative engagement andreflective practice.

● Teachers and leaders improve theirprofessional practice in learning fortransfer.

● Improved collaboration between teachers,leaders, students and families and otherprofessionals enables optimum learning.

● Improved use of a range of data andevidence by teachers and leaders toinform cycles of evidence-basedcontinuous learning.

StrategiesStrategies are actions taken to achieve goals and desired outcomes.

(Share 1 to 3 Strategies)

Professional Learning on concept-based LearningProfessional learning on learning transfer

Measures and TargetsProvincial and local measures assess progress on achieving outcomes and the

effectiveness of strategies implemented.

Provincial

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Lead Teams/PLCs analyzing data to interpret areas for growth and areas ofstrength, then developing plans for improvement

Professional Development Revisit:● AP 360● Reporting on the Competencies

Priority: Building teacher capacity by focusing on improved pedagogy and

building leadership capacity to support teacher growth and enhance student

learning

PD Focus Question: To what extent do teachers who work in a collaborative

focused way improve the learning for ALL students at ESFCHS/AHSFA?

How do we build confidence and capacity?

1. Cultivate a collaborative culture of learning; engage and motivate

collaboration for growth; value staff’s professional expertise

a. TEAMING

b. Imbedded PD where teachers share/explore ideas/actions

with each other

i. Influence

ii. Pedagogy

iii. Capacity building

iv. Systemness

c. Learning pods--small group PD that supports staff

d. Just in time PD

e. Mix of pressure and support

i. Confront data, create goals, develop strategy

2. Learning partnerships:

a. Teachers/Administrators/Learning Coaches/Academic

Counsellors/FSLC

b. Students

c. Families

● In-service jurisdiction needs: Increase in the percentage of teachersreporting that in the past 3-5 years the professional developmentand in-servicing received from the school authority has beenfocused, systematic and contributed significantly to their ongoingprofessional growth.

Local● FSD Professional Learning Survey: Increase in the percentage of

teachers who have indicated that their school has started, isconsistently doing, or having deeply embedded these practices in50% of survey questions in the areas of Shared Mission, Vision andValues; Collaborative Culture; Collective Inquiry and ReflectivePractice; Commitment to Continuous Improvement and Results andAction Oriented.

● Evidence of Principles and Practices that tell the story of learningand that provides assurance of continuous improvement andstudent growth and achievement. (i.e. professional learningevidence, classroom evidence and stakeholder voice)

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d. Feeder schools

3. Accountability by developing and celebrating capacity building

a. Develop many leaders who develop others

i. SRT team giving workshops/supporting

b. Staff sharing learning/successes at staff meetings

Assurance Links for SUCCESS

For Further Information Follow Links toInnovation and Design/Career FuturesFSD Truth and Reconciliation For Learner Success Toolkit and First Nations, Métis and Inuit ResourcesProfessional Learning Calendar and Professional Learning Opportunities and ResourcesNumeracy Excellence Commitments and Literacy Excellence CommitmentsFrench Language Arts Excellence Commitments and French ServicesFSD Staff Learning Link - FSD Parent Learning Link - FSD Student Learning LinkFSD Framework for Learning and FSD Continuity of LearningAdministrative Procedure 360 Assessment, Evaluation and Reporting and Design and Assessment ResourcesAdministrator Sharing SpaceResources by Grade and Resources by SubjectLiteracy and Numeracy and Early Learning Resources

To Achieve our Education Plan we focus onEngagement, Support and Success for each learner

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Our VisionEngagement, Support and Successfor Each Learner.

Our MissionEach Learner entrusted to our care has uniquegifts and abilities. It is our mission to find outwhat these are…Explore them…Develop them…Celebrate them.

Our Commitmentsfor Optimum Student Learning

Our PrioritiesEngagement: Ensure and maintaindivision-wide engagement that is timely,meaningful and collaborative with all learnersand communities.Support: Ensure and maintain division-widelearning environments that are welcoming,caring, respectful, safe and inclusive.Success: Ensure and maintain division-wideexcellence in teaching, learning andleadership.

Engagement Support Success

Local and Societal Context Learning Supports Student Growth and Achievement

Assurance Measure: FSD provides trust andconfidence that the education systemresponds proactively to local and societalcontexts.

Assurance Measure: FSD provides confidence thatresources are managed effectively in establishinglearning environments where local and societalcontext is recognized, diversity is embraced, asense of belonging is emphasized and all studentsare welcomed, cared for, respected and safe.

Assurance Measure: FSD provides trust andconfidence that students demonstratecitizenship, engage intellectually and growcontinuously as learners.

Governance Teaching and Leading

Assurance Measure: FSD provides trust andconfidence that policy leaders demonstratestewardship of system resources with anemphasis on student success, community,engagement, transparency and accountability.

Assurance Measure: FSD provides trust andconfidence that teachers and leaders grow intheir professional practice to ensure optimumand continuous learning.

Engagement Support Success

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Local and Societal Context Learning Supports Student Growth and Achievement

Goal 1Advance stakeholder

engagement andcommunication

Strategic PlanStakeholder

Engagement andCommunications

Goal 1Advance wellness and

well-being

Strategic PlanWellness and Well-being

Goal 1Advance innovation

and design

Strategic PlanInnovation and

Design

Goal 2Advance our continuum

of support

Strategic PlanContinuum of Support

Goal 2Advance literacy and

numeracy

Strategic PlanLiteracy andNumeracy

Vision 2034: Prepared for the Future Goal 3Advance First

Nations, Métis andInuit student success

Strategic PlanFirst Nations, Métisand Inuit student

success

Goal 4Advance learning for

transfer

Strategic PlanLearning for Transfer

Governance Teaching and Leading

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Goal 2Advance

evidence-basedcontinuous

improvement andassurance

Strategic PlanContinuous

Improvement andAssurance

Goal 5Advance excellence in

teaching, learningand leading

Strategic PlanExcellence in

teaching, learningand leading

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