2019-22 Three-Year Education Plan and 2018-19 Annual Education Results Report Summary

2019-22 Three-Year Education Plan and 2018-19 Annual Education Results Report Summary
Posted on 01/03/2020
2019-22 Three-Year Education and 2018-19 Annual Education Results Report SummaryFOR IMMEDIATE RELEASE

High Prairie, Alberta – High Prairie School Division has reviewed the results from the Annual Education Results Report and prepared our Three-Year Education Plan which includes our detailed financial statements. We continue to use School/Community planning sessions, APORI survey data, Student Engagement Sessions, OurSCHOOL survey data, and face-to-face interviews with students, staff, parents, and community members to give us some excellent perspectives on what we are doing well and what we can improve upon. The information gathered from these engagement strategies are used to develop our three-year plan. The aggregated data is then incorporated into targeted strategies to facilitate student success and subsequently improve their achievement results. The following highlights are from our Three-Year Plan:

Literacy
HPSD schools will assess using the F&P and the OCA benchmarks according to a divisionally set schedule.

HPSD schools will use literacy data (including the benchmarks results) and foundational balanced literacy principles to set and achieve improvement goals.

Literacy committees are evident in each school.

Each school will have a teacher represented on the divisional literacy committee.

Numeracy
HPSD schools will administer the MIPI to students in Grades 2 to 10 and demonstrate the use of data to inform instruction.

HPSD schools will identify and assess the numeracy interventions they are currently using.

HPSD schools will ensure that all staff and students understand that numeracy is foundational to all learning.

Learning Technology Policy Framework
HPSD schools will “engage in year-long professional learning and ongoing critical reflection” to improve technology integration (Alberta Education Teaching Quality Standard, 2018).

HPSD schools will develop and implement an LTPF Policy Direction 1: Student-Centered Learning plan.

Character Education
Each school will develop, implement and support a character education plan that reinforces and builds on HPSD Core Values, leading students to be socially responsible and to succeed locally and globally. Character education empowers students by clarifying the discrepancy between the core values and behaviour/actions and allows them to self-correct/self-regulate.

Core values are articulated around conduct, discipline, and citizenship (regularly reviewed and revisited) and drive how we engage students, families, staff.

Each school shall annually review student discipline data, student survey information and attendance data and use it to inform decisions about supporting a positive school culture.

Dual Credit Programming and Career Coaching
Career Coaches continue to provide HPSD students with support in transitioning successfully to secondary, post-secondary, and occupational futures. Career Coaches meet in class settings with Grade 5-9 students in developing self-awareness and career understandings. Career Coaches meet frequently with senior high students in group and individualized settings to reflect and plan the necessary steps to gain access to programs throughout the world. In addition, Career Coaches continue to expand the already significant variety of Dual Credit course possibilities for senior high HPSD students through collaboration with a growing number of colleges and universities across Alberta. HPSD is recognized provincially for its very successful Dual Credit programs.

Success Coaches
The Indigenous Success Coaches work collaboratively with students, families, communities, and High Prairie School Division staff to create positive outcomes for Indigenous learners throughout the division.

The Indigenous Success Coaches also work with local Elders, Knowledge Keepers and community members to provide staff with support and resources to meet the new Teacher Quality Standard.

Wellness Coaches
Wellness Coaches continue to support schools in the implementation of AP 241 “Healthy School Communities”. Their focus follows the Comprehensive School Health model, where healthy students become better learners. This is facilitated through an Response To Intervention approach.

The initiatives being undertaken by the division are as a result of the priorities identified by the Board of Trustees at their strategic planning. The 2019-20 priorities are as follows:

Quality Learning - The educational community will ensure learning success for every student.

Quality Teaching - Staff will grow their practice and strive for a culture of excellence to ensure teaching and leadership success.

Quality Relationships - Quality relationships with parents, local communities (including First Nations and Métis Settlements), municipalities, and government ministries will ensure success and supports are in place for every student.

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