Stony Plain
Central School (K–9)

Assurance Report

2017-2018 Assurance Report

Principal: Colleen Woloshyn
School Council Chair: Karissa Sparling

Vision: Parkland School Division is a community of engaged learners where exploration, creativity, and imagination make learning exciting and where all learners aspire to reach their dreams.

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Background
Inclusive Education
Quality Learning
Culture of Wellness
Universal Leadership
Engagement/Communication
Resource Stewardship

Background

As a member of the Parkland School Division family of schools, Stony Plain Central School utilizes a robust Assurance Model to understand stakeholder feedback better. Working with an Assurance Model means that Stony Plain Central, Parkland School Division and the Board of Trustees actively seek to reveal all avenues for stakeholders to tell us how we are attending to our goals and priorities. One important part of our Assurance Model is deriving stakeholder feedback through insightful comments made by parents, staff, community members and students.

Stony Plain Central continuously gathers feedback from a variety of sources, including students, parents, staff, the school division and the greater community. In addition to surveys, conferences and day-to-day conversations, our school also uses an online assurance process called ThoughtExchange that enables participants to read and rank responses based on three questions:

  • What are some concerns you have about our school this year?
  • What are some things you appreciate about our school this year?

Stony Plain Central’s Assurance Report captures the strengths, opportunities, aspirations and expected results that we gathered throughout last year. In keeping with an Assurance Model, this report provides the narrative for our achievements and challenges, and is presented on our school website.

Strengths are highlighted as areas that are working well in Stony Plain Central. In our commitment to quality learning, we recognize that there will always be room for growth. We are proud of the strengths and accomplishments you have recognized in the work we do.

Opportunities are areas for growth or attention. As a school, we recognize these as areas in which we need to focus more attention, and we see that these areas are also important to you.

Aspirations are presented as priorities for a preferred future. Our stakeholders have shared a vision for where we need to go and what our world will look like when we’ve mastered our strengths and eliminated areas in need of growth.

Results capture expectations for measuring success. In other words, how will we know that we know we are successful?

In 2015-2016, Parkland School Division’s Board of Trustees approved an ambitious Education Plan that was generated through the Assurance Model. The Plan established enduring strategic processes (enduring priorities) that will always be considered in the generation of strategies (forward-thinking actionable plans). These strategies enable us to achieve our outcomes (goals).

Parkland School Division’s Ultimate Goal is Student Success and Well-Being. Students will be encouraged to explore, create, imagine and engage in lifelong learning as they develop competencies that prepare them to enter the world of post-secondary studies or work. The Division believes that student success is closely linked to student well-being and the development of social-emotional assets that build resiliency, and is therefore committed to the development of the whole child at all levels of their education. The goals, outcomes, priorities and strategies identified in the Education Plan are focused on the achievement of the Ultimate Goal: Student Success and Well-Being.

Two enduring priorities continue to guide the work of the Division. These priorities are considered to be enduring since they are necessary priorities to consider in establishing any goal:

The Enduring Priority of Engagement: Engaging all stakeholders: students, staff, and the local and global communities. Goals and strategies must include a consideration of how they will be shared and supported by all stakeholder groups.

The Enduring Priority of Resource Stewardship: Ensuring equitable and sustainable use of our resources and ensuring financial responsibility. Goals and strategies must include a consideration of how they will utilize limited resources with maximum results.

In addition to the enduring priorities listed above, the 2015-2018 Three Year Education Plan includes the goals necessary to achieve student success and well-being:

Inclusive Education: Parkland School Division is an inclusive education system. An inclusive education system is one that demonstrates behaviours and decisions that reflect valuing all students. The Division is committed to achieving this goal and to fulfilling the provincial mandate for inclusion.

In Parkland School Division, everyone is accepted and experiences a sense of belonging. Every student - no matter their ability, disability, language, cultural background, religion, sexual orientation and gender identity - has meaningful contributions to make.

Using the programs of study as the framework for learning, every student is engaged in meaningful and authentic ways. All students are treated equitably: they get the support needed when they need it, and for the intensity and duration of time for which they need it.

Quality Learning: Student success and well-being depends on quality instruction in an atmosphere that respects each learner’s independent spirit. Quality teaching practices promote the development of innovation and creativity while attending to meaningful assessment and reporting practices.

Quality Learning builds on the Division’s Inclusive Education goal in that all students are connected to the Programs of Study and all students have the supports and educational quality necessary to achieve success.

Culture of Wellness: Parkland School Division is committed to Student Success and Well-Being. The Division recognizes that, as a system, well-being must be present for all stakeholders, and therefore it is committed to fostering physical literacy, lifelong health and well-being at all levels. The Division believes that student success is closely linked to student well-being and the development of social-emotional assets that build resiliency.

The development of citizenship and social responsibility contribute to wellness and are integral to the delivery of a broad and comprehensive program of studies. We are dedicated to the development of the whole child.

Universal Leadership: Student success and well-being requires collaborative, universal leadership that employs calculated risk-taking and a determination to consider and implement new and innovative ideas. The Division’s Board of Trustees continues to embrace the direction set by Alberta Education to adopt a Generative Governance Model that demands public confidence in all facets of the system. The Division’s clear strategic direction will be maintained, administered and reviewed on an ongoing basis to ensure true stewardship of resources.

As a learning organization, the Division recognizes continued improvement through a commitment to leadership at all levels.

Process

As a school committed to growth and learning, Stony Plain Central School considers educational planning to be a process without beginning or end. The evolutionary method of developing strong goals and clear strategies in our education planning process has enabled us to emerge as one of a family of schools in a transformative school division, well-respected for innovation and excellence in education.

As the school engages stakeholders, the education plan ensures that Stony Plain Central School is both forward-thinking and responsive to stakeholder concerns. Assurance, as a measure of confidence, can be revealed through engagement processes. In collecting information, we analyzed and reported on data obtained from surveys, emails, observations and conversations, which provided us with the roadmap to achieve our essential vision for the future of our school.


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Inclusive Education

It is so wonderful and welcoming to see the very diverse groupings of learners and teachers. Everyone works well together, gets along well and the ambiance in the school is so friendly and welcoming to all. 

- Stony Plain Central Parent via ThoughtExchange
 

Kinetic learning - I love that you take consideration into the different ways children learn and apply these methods to the curriculum. 

- Stony Plain Central Parent via ThoughtExchange

Strengths

Stony Plain Central is a place that strives to meet the individual needs of every student. Staff embrace each student as being special, and take time to build relationships with them while identifying and developing students’ strengths. Staff are responsive in creating classroom environments that meet the needs of our students, and maintain high expectations for all.

  • Early identification of needs through the Early Education program
     
  • Involvement of an Inclusive Education Team, consisting of Administration, Inclusive Education Lead partner, Classroom Teacher, and Educational Assistants
     
  • Communication between administration, teachers, educational assistants, parents and outside organizations
     
  • Individualized learning informed by school-based support meetings, parent meetings, Individual Program Plans (IPPs), Positive Behaviour Support Plans and Personalized Learning Profiles
     
  • Commitment to provide a wide variety of educational and well-being opportunities and experiences for students
     
  • Positive learning environment
     
  • Teaching staff strive to make meaningful connections to the curriculum for their students
     
  • Nutrition support available for all students (e.g. fruit bowls, hot lunch program)
     
  • Sensory room available to support students
     
  • To aid in their success, students have access to tools such as fidget tools, stools and exercise balls for chairs.

Opportunities

  • Increasing specialist support from outside the school - Speech Language Pathologist / Occupational Therapist / Behaviour / Psychological / Mental Health
     
  • Overcoming obstacles that hinder our ability to respond to high level needs in the school (e.g. limited time, financial constraints etc.)
     
  • Continuing early identification of students with needs is necessary
     
  • Addressing large class sizes at some grade levels to meet all student needs more effectively 
     
  • Continuing to articulate a clear understanding of inclusion and communicating this concept to all stakeholders
     
  • Developing and implementing an Early Literacy Intervention Program

Aspirations

  • A learning environment in which all students are given the opportunity - and the encouragement from the school community - to achieve their personal best
     
  • A nurturing environment that strives to provide positive, strength-based programming that respects the diversity and uniqueness of all students

Results

  • All staff, students and parents will embrace the idea that diversity is the reality and, therefore, each child is a unique learner.
     
  • Students with wide ranges of abilities and experiences will benefit from our inclusive practices.
     
  • There will be less whole-class, teacher-directed instruction with less time devoted to fill-in-the-blank worksheets.
     
  • Teachers will not identify students solely on their ability levels.
     
  • Students will be involved in more hands-on, project-based active learning.
     
  • Students will be given more opportunity to advocate for their learning and be able to articulate what it is they need to learn.


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Quality Learning

We have amazing teachers at SPC! I am confident that if there is an issue or concern that the teachers will contact us and work with us to ensure quality learning for my children.

- Stony Plain Central Parent via ThoughtExchange
 

I very much appreciate how involved the teachers are with their students, not only with their academics but on a personal level as well. Teachers take time to ensure that each child receives the attention they need to flourish.

- Stony Plain Central Parent via ThoughtExchange

Strengths

Stony Plain Central is a dynamic learning environment that focuses on students’ academic, affective, social and behavioural learning. SPC’s learning environment influences students’ opportunities to use the educational system as a foundation for further education. Ultimately, quality school experiences contribute to students’ long-term outcomes, including meaningful and satisfying adult lives in a democratic society.

  • Providing a caring and supportive learning environment where learning is personalized and authentic, and supports all students
     
  • Maximizing student learning through effective use of teaching and support staff
     
  • Ensuring that students are able to articulate what they are learning and where they are at in their learning process
     
  • Establishing a community of trust and acceptance so that all students feel accepted and valued
     
  • Supporting all children in their learning environment from Early Education to Grade Nine and ensuring that each student is invited to receive a high quality of education
     
  • Researching and sharing innovative technology approaches to remove learning barriers

 

Opportunities

  • Working with School Council to establish strategies that increase parent and community engagement
     
  • Continuing to support First Nations, Métis and Inuit students using culturally relevant and responsive education practices and strategies
     
  • Continuing to ensure that educational activities consider the unique cultural similarities and differences of First Nations, Métis and Inuit learners and their families
     
  • Ensuring that our environment is healthy, safe, protective and gender-sensitive, and provides adequate resources and facilities

Aspirations

  • Ensuring that all staff, students and parents recognize and understand the importance of quality education
     
  • Helping children realize their potential and achieve their hopes, dreams and aspirations 
     
  • Ensuring that each student has a strong sense of belonging in a caring and inclusive network of teachers and staff who support them
     
  • Continuing to strengthen our school community through the experiences our students and parents have in our school

Results

  • All staff will demonstrate an understanding of innovative educational practices.
     
  • Staff, students and parents will demonstrate confidence in delivering and interpreting student achievement, assessment and reporting.
     
  • Students learning will be personalized and connected to the Program of Studies.
     
  • Physical literacy and cross-curricular competencies will become a solid component of programming.


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Culture of Wellness

As parents, we are loving PLAY Parkland and how it exposes the children to skills and activities. It also really brings a more dynamic to the school schedule. I love how the school is encouraging physical literacy and appreciate the teachers going the extra mile for the kids.”

- Stony Plain Central Parent via ThoughtExchange

Strengths

The school community communicates that healthier students and staff are better learners and teachers. They also understand that Stony Plain Central staff believe that a positive, caring staff and a health-conscious community supports students with an encouraging environment, which promotes risk-taking while learning.

Staff believe that student mental and physical well-being promote achievement. They also believe that student success is closely linked to student well-being and the development of social-emotional assets that build resiliency, and therefore staff are committed to the development of wellness in everyone at SPC.

Involvement in PLAY Parkland has contributed to physical literacy, and has supported teachers in being mindful of the concepts of physical literacy when choosing activities in Physical Education classes, on the playground, during Daily Physical Activity and at recess times. The opportunities to participate in activities on land, in water, in the air and on ice have supported the development of wellness.

  • Daily Physical Education for all students
     
  • Involvement in a fruit bowl program
     
  • Cross-graded activities
     
  • Sports teams such as Cross-Country, Volleyball, Basketball, Track and Field, Badminton and Archery
     
  • Community partnerships with Camp YoWoChAs, Camp Nakamun, Little Green Thumbs
     
  • Team-building trip to Jasper
     
  • Mental Health Summit, Rainbows, Fine Arts (art, choir, drama and music)
     
  • Zones of Regulation program to support self-regulation and social thinking
     
  • The use of a sensory room to help regulate students
     
  • Hot lunch program that provides balanced meals

Opportunities

  • Updating the Sensory Room to allow for more engagement from staff and students
     
  • Continuing and expanding grade participation in PLAY Parkland
     
  • Updating Fitness Room to better accommodate the needs of the students
     
  • Providing Professional Learning sessions on Mental Health Literacy to staff

Aspirations

  • All staff and students will be committed to physical literacy.
     
  • All staff and students will focus on lifelong health and well-being.
     
  • All students will be successful in building resiliency and developing socially and emotionally.
     
  • All staff will actively share processes and guidelines that build teacher efficacy, knowledge and competencies with physical literacy-based P.E. programs.
     
  • All staff will seek clarity in regards to the causes and symptoms of mental health concerns that exist for students and staff.
     
  • All staff, specific to mental health and wellness, will work with the Division to understand causes of anxiety better, and to reveal strategies for anxiety reduction.
     
  • All staff will seek to reveal improved access to emotional and mental health supports for students and staff.

Results

  • Staff, students and the parent community will be emotionally and physically healthy.
     
  • There will exist high engagement and participation in health and wellness practices among students, staff and the parent community.
     
  • By utilizing staff feedback and addressing what is most important to them, we will create an environment that is positive, encouraging, and validating. If staff feel their voices are heard, this will lead them to become more committed, enthusiastic and willing to participate.
     
  • We will have support services available to meet the demands of our students and the parent community.


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Universal Leadership

As a parent, I really like that the teachers are letting the children show them how they learn best and then those practices are used to help the children progress and excel in school. Teachers are not forcing kids to do everything the same way and learn the same way and understand that all children are different.

- Stony Plain Central Parent via ThoughtExchange

Strengths

At Stony Plain Central, there is a general community of leaders: staff put the development of students’ physical, social, emotional and moral competencies, as well as the fostering of their academic achievement, high on their agendas.

By creating a cohesive and collaborative school culture that supports staff in taking risks and assuming leadership roles, administration is able to recognize the gifts and talents of staff members and encourage them in various leadership roles. 

At SPC, we recognize that we are all leaders, and all members of the school are encouraged to assume leadership roles. 

  • Encouraging staff to accept leadership roles based on individual gifts and talents
     
  • Placing people in leadership roles about which they are passionate
     
  • Building capacity amongst staff to assume leadership roles and further mentor others to ensure the role is sustained
     
  • Providing students with opportunities to explore their passions through Career and Technology Foundation courses
     
  • Promoting student collaboration and cross-graded activities
     
  • Providing opportunities for students to be leaders in areas such as: working at the school store; being a buddy to younger students; providing technology support for the drama program; and participating in the recycling program, milk program and fruit bowl program

Opportunities

  • Encouraging staff members to continue to create and assume leadership roles in areas in which they are capable and show passion
     
  • Providing students with increased opportunities to explore their passions and demonstrate their learning
     
  • Constantly developing capacity in leadership positions
     
  • Exploring the practice of mentorship, including community mentorship, at all levels (i.e. staff promoting student collaboration with adults and across grades)
     
  • Using the infrastructure available to create bulletin boards and displays that highlight the attributes of our staff and students

Aspirations

  • Providing staff with opportunities to improve their practices through professional learning
     
  • Providing staff with the tools to support all students in an inclusive environment 
     
  • Assisting staff to change and adapt as educational practices evolve 

Results

  • Staff are engaged in leadership opportunities based on their areas of passion.
     
  • Students are engaged in extracurricular activities that enhance the culture and environment of our school.
     
  • Capacity is built to sustain leadership roles through mentoring and inviting others to take part in leadership roles.


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Engagement/Communication

My children have had the pleasure and privilege of having some outstanding teachers on this staff. I am super pleased that communication plays an important role with my kid’s education. Staff also step up for extracurricular activities. For everything staff at SPC do, thank you.

- Stony Plain Central Parent via ThoughtExchange

Strengths

The heart of any school begins and ends with the people who enter it every day - from the staff to the students, and finally, their families. We endeavour to build a community where everyone takes pride in saying that Stony Plain Central School is their school. We are reminded daily of the great rewards that come from persevering and committing to success in school. Our parent community has reported that teachers are always timely in their communication and such communication is respectful.

  • Continuous and consistent communication with our parent community through school newsletters, school website, classroom newsletters, the Remind App and agendas
     
  • Parent involvement in School Council and The Friends of Stony Plain Central Society
     
  • Parent volunteering opportunities
     
  • Involving parents in Education Planning and annual Stakeholder Engagement Events
     
  • Parent-Teacher-Student conferences and Student-Led Conferences
     
  • Partnerships with community members and organizations
     
  • Establishing partnerships with our First Nations community to support indigenous learning for our staff and students

Opportunities

  • Providing numerous opportunities for students to take on a variety of leadership roles 
     
  • Having all students from Kindergarten to Grade Nine participating in student-led assemblies
     
  • Providing students with the opportunity to tour new families at the Kindergarten Open House 
     
  • Establishing student mentorship programs

Aspirations

  • Ensuring solid communication, which is essential to creating the foundation for effective partnerships with parents and the community
     
  • Actively involving parents and the community in the events happening at school
     
  • Increasing communication by having more parents sign onto the parent portal
     
  • Increasing communication by having more parents sign onto Remind

Results

  • Staff, students and parents will be aware and connected to events happening in the school.
     
  • Staff, students and parents will provide feedback to any surveys issued and the information provided will help to guide practice.


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Resource Stewardship

SPC has been an amazing school for the 9 years my children have attended here. The teachers are great and I love the school's mission statement. Thank you Stony Plain Central for creating a safe, educational environment for both of my children that have attended here. And thank you for exposing all kids to a large variety of experiences such as PLAY Parkland, School at the Legislature, student mentorship and outdoor camp.

- Stony Plain Central Parent via ThoughtExchange

Strengths

All staff at SPC promote the success of all students by collaborating with each other and the school community to ensure that the diverse interests and needs of students are being met.

Staff at SPC believe that student success is closely linked to development of social-emotional assets that build resiliency and to academic learning that prepares our students for the world beyond SPC. Therefore, everyone at SPC is committed to the stewardship of resources that supports development of the whole child at all levels of their education.

  • Having a school vision built on high standards of learning for all
     
  • Focusing on continuous school improvement
     
  • Ensuring that the mission and vision of the school shapes the educational programs, plans and activities
     
  • Ensuring that the best staff members are in place to support the students
     
  • Promoting success of all students by ensuring management of resources for a safe, efficient and effective learning environment
     
  • Establishing and maintaining connections with community agencies such as the Tri Leisure Centre, the Stony Plain Youth Centre, Camp YoWoChAs, Freson Bros, North Central Co-op, The Citadel Theatre and Horizon Stage
     
  • Providing a wide selection of Career and Technology Foundation Courses that expose our students to future career choices
     
  • Forging a strong school connection with School Council

Opportunities

  • Accessing increased online textbooks and resources to support curriculum
     
  • Using the knowledge, expertise and experience of staff members
     
  • Ensuring access by staff and students to non-material resources such as career planning, support groups, Inclusive Education Lead, staff check-in person
     
  • Ensuring that staff is aware of what tools and resources are available to assist them in doing their job
     
  • Ensuring the budgeted planned replacement of technology continues once laptops or Chromebooks reach the end of their life cycle

Aspirations

Stewardship of resources is defined as “the care, handling and management of resources.” At Stony Plain Central, responsible stewardship means responsibly handling and managing the resources available to us to address the imminent needs of our building.

  • Through responsible stewardship, staff strives to provide everything it possibly can for our students to excel 

Results

  • Administration will report a balanced budget that is supporting the learning of students and the teaching practices of staff.
     
  • Resources, including but not limited to textbooks, online programs, library books, assistive technology, physical education equipment and teaching and learning tools will be readily available.
     
  • Students will have access to technology that will support their learning.
     
  • Professional learning opportunities will be readily available to staff to assist them in supporting student learning.
     
  • Parents will report satisfaction through the Tell Them From Me survey that learning resources are responsive to the individual learning needs of each student.


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