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Battle River School Division - A CASS Story of Practice
Presented by: Shan Jorgenson-Adam, Deputy Superintendent
Prior to Alberta Education’s Literacy/Numeracy intervention grant announcement, Battle River School Division had taken a deep dive into their data sets for literacy/numeracy and had implemented strategies to address learning gaps. The data dive pointed to a number of factors that were contributing to the results: staff expertise in literacy/numeracy instruction, students lacking foundational skills, and COVID impacts. Although strategies to address these factors were already underway they knew as a small rural school division that the additional funding would support them to intensify their work in providing supports to students and staff.
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Foothills School Division - Advancing Literacy and Numeracy
Presented by:
- Caroline Roberts, Assistant Superintendent, Learning Services
- Dr. Miriam Ramzy, Director of Student Learning, Jr. K-6
- Shelley Read, Curriclum and Instruction Facilitator, Numeracy and Mathematics
- Katlin Strand, Numeracy and Literacy Lead Teacher
- Marsi Quarin-Wright, Numeracy and Literacy Lead Teacher
Listen to the Foothills School Division system education leaders as they describe how they work together to advance literacy and numeracy development for each learner across all subjects and grades for improved student growth, achievement, and success. The global pandemic resulted in need for focused interventions and a significant opportunity to provide professional learning about universal design for learning to lead teachers, educational assistants, and all teachers. Through a division led initiative, cohesive effort four themes were identified for success: systematic approach, consistency, wholistic approach, and collaboration.
Fort McMurray Catholic Schools - System Perspectives on the Learning Disruption Grant
Presented by:
- Danielle Maczko, Director of Curriclum, Instruction, & Assessment
- Mat Campbell, Director of Curriculum, Instruction, & Assessment
Fort McMurray Catholic Schools system education leaders describe their cohesive and collaborative approach to address the literacy/numeracy learning disruption drawing upon the strengths and unique characteristics of the school division. Their goal was to create a program that would act as a catalyst for change, create synergy between their school sites and could make the most of their unique modified calendar. They discuss how they operationalized the 5 core components of their Learning Disruption Grant which included:
- hiring a Division Classroom Support Teacher;
- intervention professional development for teachers;
- push-in intervention time for teachers;
- hiring a team of interventionists; and
- Literacy and Numeracy camps.
Fort Vermillion School Division
Michael McMann, Superintendent of Schools
Michael McMann, Superintendent of Schools, for Fort Vermilion School Division describes their journey to introduce the division to structured literacy supports. The Fort Vermilion School Division Board of Trustees identified three areas of priority for the division: FVSD will foster connectivity and well-being amongst community, students, parents, and staff; All students will improve literacy skills; All students will improve numeracy skills. This system focus provided targeted planning, professional learning, and the needed resources to activate their plan. Michael reflects on the competencies of the LQS and SLQS to describe to introduce this system approach to introducing reading interventions. He explains implementation is not for the faint at heart but with everyone working together, it has driven the implementation forward. Listen to learn more especially about their next steps in a partnership with the University of Alberta.
Lakeland Catholic School Division
Julie Chorney, Director of Teaching Quality and Staff Development
Sigrid Sollbach, Director of Curriculum and Programs
Join system leaders from Lakeland Catholic School Division as they explain their journey to address learning disruption. Lakeland Catholic School Division core beliefs are: potential, equity, empowerment, continuous improvement. These core beliefs guided their work in addressing a change in practice. They asked the questions: What should student learn? How will we know? How will we respond? Through a collaborative response effort they were able to create a system of cohesiveness. The learning disruptions grant provided opportunity to move them forward to achieve new possibilities. To learn more, view their video which explains their story of practice including challenges, learning, and applying lessons learned.
Westwind School Division - Story of Practice - Literacy Learning Loss
Presented by:
- Rob Doig, Assistant Superintendent Learning Services
- Austin Nunn, Assistant Superintendent Student Services
COVID, the required quarantines, and other education disruptions significantly impacted student learning. The learning loss grant and related work allowed for professional development, the acquisition of resources, and the hiring of qualified intervention specialists to support students and our teachers moving forward. Before the Learning Disruption grant’s announcement, Westwind had started focusing on using screens to drive classroom instruction and target interventions. Westwind has built relationships with Dr. George Geogriou – University of Alberta, Dr. Rauno Parriila and Dr. Saskia Kohan – Macquarie University, and Dr. Matthew Kierstead – Black Gold school division to support our work.
Wolf Creek School Division
Danica Martin, Assistant Superintendent, Education Services
Sean Lougheed, Director, Education Services
Wolf Creek Public Schools explains their systematic approch to dealing with learning disruption. During this presentation, the school district connects their priority areas with the learning disruption grant. The district priority areas are: Creating success for ALL learning by: Getting to the Point!
- Supporting All Students – doing whatever it takes to meet the needs of all students;
- Quality Teaching – every child, in every classroom, in every school, in every community deserves a great teacher; and
- Collective Responsibility – learning together, solving problems together, working together – we’re stronger together!
In addition, Wolf Creek Public Schools offer their reflections on system leadership while creating district opportunities for learning as a result of receiving the learning disruption grant: team approach, centralized support for schools, responsive and flexible, and customized to meet needs.