3 YEAR EDUCATION PLAN 2021˜24

3 YEAR EDUCATION PLAN202124

CANADIAN SCHOOLGUADALAJARA

Accredited by the Ministry of Educationof Alberta and Mexico 2011.

Montevideo #3306 Col. Prados Providencia Guadalajara, Jal. México www.canadianschool.com.mxPaseo del Prado #1210 Col. Lomas del Valle Zapopan, Jal. México www.canadianschool.com.mx

TABLE OF CONTENTS

School: 1698 Canadian School Guadalajara

Accountability StatementIntroduction to 3 Year Education PlanSchool Profile Quick Facts Our Commitment to Student Success Our Vision and MissionAlberta Education Assurance Domain Goals 2021-24 Student Growth and Achievement Teaching and Leading Learning Supports Governance Local Context

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ACCOUNTABILITY STATEMENT

INTRODUCTION TO 3 YEAR EDUCATION PLAN

The Education Plan 2021-2024 commencing August 21, 2021, for the Canadian School Guadalajara was prepared under the direction of the Board, in accordance with its responsibilities under the Alberta International Accreditation Handbook and Alberta Education. The Board has used the results from the previous

The Board approved the Three-Year Education Plan for 2021-2024 on May 21, 2021.

Alberta Education Results Reports (AERR), to the best of its abilities, to develop the school’s Education Plan and is committed to implementing the strategies contained within the plan to improve student learning and achievement.

This 2021-24 3 Year Education Plan is very much an extension of the previous version submitted in November, 2020. We are confident in the work that was carried out in the shift to the assurance domains and believe it is important to continue on the path that was set and the goals that were defined. While the COVID-19 reality has allowed us to gain new learnings and there have been several unanticipated silver linings, it is important to recognize that the challenges presented have impacted our progress towards the goals set, affirming the choice to continue on the trajectory that was set in November. Learnings from the 2019-20 Annual Education Results Report have served as a guide to both affirm and make adjustments to the plan.


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SCHOOL PROFILE

The Canadian School Guadalajara is located in Guadalajara in the picturesque neighbourhood of Providencia. It has been open since 2011 and is currently in its 10th year of operation, with students from Toddlers to Grade 9; offering up to grade 12 by 2023.

QUICK FACTS

980 students from Toddlers to Grade 9.

181 staff dedicated to supporting student learning.

2 campuses: Early Years/Elementary and Junior High. High School Program will be launched August, 2021, including purpose-built facilities

Focused on technology integration to improve teaching and student learning in every classroom, including MakerSpace (STEAM) facilities on both campuses, 1:1 iPad program from grade 4 -6, 1:1 MacBook program for grades 7 to 10, 2:1 iPad program in grades 1 to 3, and a 3:1 program in Early Years

Bi-national English immersion school committed to student success in literacy, numeracy, creativity, innovation, and global citizenship.

Response to student needs holistically, to help them become engaged thinkers, ethical citizens, entrepreneurial in spirit, and respectful of Mexican and Canadian values.

Student development and wellness are a key focus of daily school programming and extra-curricular offerings.

OUR VISION

To Develop: >Ethical Citizens>Independent Thinkers>Responsible Individuals>Effective Communicators>Creative Problem Solvers, and>Life-Long LearnersTo be the Leaders of Tomorrow.

To Transform MexicoThrough Education.

MISSION STATEMENT


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The Canadian School Guadalajara is a school community focused on continuous school improvement to ensure all students are successful. We focus on improving student achievement in literacy, numeracy, the development of 21st Century competencies and the development of ethical citizens.

OUR COMMITMENT TO STUDENT SUCCESS


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DOMAIN 1: STUDENT GROWTH AND ACHIEVEMENT

CANADIAN SCHOOL ALBERTA EDUCATION ASSURANCE DOMAIN GOALS

Targeted small group instruction based on in depth analysis of student literacy and numeracy data.

Literacy interventions for Elementary and Middle School learning through use of reciprocal teaching and the Lexia resource.

School-wide application of assessment processes, protocols and data gathering.

Instructional coaching supports in place to guide teachers in purposeful analysis of data to inform instruction.

Support of goal setting through our school-wide assessment framework. Internal assessments continuously conducted, incorporating previously released Provincial Achievement Tests or locally developed PAT-type questions.

End of year assessments modeled after PAT’s for grade 6’s and 9’s in Math, Reading and Writing, Social Studies and Science.

Acquisition of additional educational resources to address gaps in learning (Lexia, MathUp, Dreambox).

Parent information sessions related to literacy assessment framework, including section level communications related to celebrations of success and areas for focus with home support actions embedded.

School-based PAT info session on purpose and nature of assessment and strategies for parents to support student success.

Parent communications explaining Alberta report card shift - outcome versus criteria based reporting.

StrengthsStudents are demonstrating growth in literacy skills through targeted and precise instruction (small group intervention).

TQS professional growth plan goals are directly related to data-driven student success targets .

Revision of Elementary and Middle School report card; professional development supporting reporting on outcomes including application of learning.

OpportunitiesSupporting students in building stronger number sense and the ability to think flexibly and fluently about numbers.

Providing students with further exposure to PAT type questions, command stems and language structure across PAT subject areas.

Building Parent Engagement:

Understandings from 2020 AERRSupporting Continued Learning and Growth


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Goal 1 Students are literate

SPECIFIC GOAL 1: Students are successful when they are able to use the skills of thinking, expressing, and reflecting to: listen and speak; read and write; view and represent by engaging with a variety of text and digital forms. Each student will learn in a literacy-rich environment characterized by: > Thinking critically and creatively in response to literacy experiences; > Collaborating and communicating; > Applying higher-order literacy skills in diverse environments.

SPECIFIC GOAL 2: Students are supported when they can learn in an environment that reflects high impact instructional strategies for literacy learning. All students are provided with a comprehensive literacy program delivered through a gradual release of responsibility model (I do, we do, you do). Characterized by: > Listening/Speaking (Oral) > Reading > Writing > Media > Word Study

SPECIFIC GOAL 3: Students are supported, engaged and successful with teachers who have a thorough understanding of the progression of literacy outcomes and its relationship to learning within a cross-curricular context. All subject area teachers recognize the need and efficiency of embedding literacy skills within their content areas; All subject area teachers apply instructional approaches of comprehensive literacy in their planned lessons based on assessment for, as and of learning; English/Spanish Lead Teachers are engaged in ongoing professional learning and collaborate with mentor teaching staff in applying best practices and precision strategies in literacy teaching and assessment.

91% of parents

85% of teachers93% of students

Report satisfaction with the quality of Education provided to students at the school.


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SPECIFIC GOAL 1: Students are successful when they can use mathematics to confidently solve problems and effectively apply mathematical thinking using the seven mathematical processes. Students can use numbers, pictures and words confidently in communicating their reasoning, processes and understanding of math concepts and problem-solving; Students are able to use appropriate mathematical language and terms to explain, justify or prove their thinking; Students are provided with regular opportunities to solve a range of problems that stretch, challenge, engage and stimulate their thinking.

SPECIFIC GOAL 2: Students are engaged learners when teachers’ knowledge of mathematical content supports students´ability to make connections between mathematics and its application in daily life. The teacher provides opportunities to make connections and demonstrate the relevance of mathematics as experienced by students in their world; The teacher recognizes and applies mathematics in many different contexts across the curriculum; Teachers purposefully plan learning activities to facilitate students in making connections between mathematics and application in daily life.

SPECIFIC GOAL 3: Student engagement increases with understanding, appreciation and valuing mathematics in their real-world context. Students find learning mathematics to be positive and engaging; Students take risks and know that making mistakes is an important part of the learning process; Students are provided with regular opportunities to discuss and share their thinking about mathematical ideas in a variety of formats and contexts.

Goal 2: Students are numerate


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DOMAIN 2: TEACHING AND LEADING

Expansion of Instructional Coaching and Technology Integration Teams to provide more direct instructional support to teachers.

Consistent application and professional development with the Assessment framework to gather rich assessment data to inform instruction with additional support from instructional coaches.

Review and focus phonemic awareness screening and implement instructional strategies embedded into word study for Early Years, Elementary and intervention for students in Middle School.

Remote Learning website was launched to support teachers in effectively migrating to teaching fully online and then in a hybrid setting.

Google Teacher Course led by the Technology Integration Team to support teachers in more effectively making use of the Google platform.

Additional acquisition of digital resources to support vocabulary development of English Language Learners in Early Years and Elementary.

Development of a sequenced phonemic awareness /spelling program to support oral language and word study in Early Years and primary classrooms.

Parent input gathered in the selection of literacy applications and resources. Parent opinion survey to program Middle School option courses.

Parents invited to ‘Bring your Parents to School Day’: parents are able to see and respond to how students are learning in our school.

StrengthsData gathered through assessment framework is demonstrating that targeted instructional strategies are yielding results and effectively reducing gaps in literacy and numeracy

Teachers successfully migrated from face-to-face teaching to teaching fully online then into a hybrid program

Opportunities for increased collaboration has had a marked impact on student learning and fostered rich professional dialogue and learning

OpportunitiesPhonemic awareness continues to be an area for growth among groups of students across Early Years, Elementary and Middle School.

Word study and vocabulary growth is necessary, especially considering the majority of our students are English Language Learners.

Solidifying knowledge and skills around place-value and number sense.




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SPECIFIC GOAL 1: Students are supported when teacher preparation and growth focus on the competencies to support student learning. Teachers and leaders are informed and aware of the competencies and their areas of strength and areas for improvement; as measured by Alberta Teacher Quality Standards and Leadership Quality Standards, respectively. Teachers promote and sustain inclusive learning environments where student interests and diversity are embraced and every student is welcome, cared for, respected and safe.

SPECIFIC GOAL 2: Students are successful, engaged and supported with staff who are provided opportunities to enhance their professional capacity and leadership within a culture of collaboration. Teachers engage in ongoing professional learning and ongoing critical reflection to improve teaching and learning; Teachers collaborate with team members, Professional Learning Communities, and data-driven action research to build personal and collective professional capabilities and expertise.

93%

of teachers reported satisfaction withthe opportunity teachers have for

professional development at the school. Believe that teachers work well together.

93% of students

86% of parents

93% of teachers


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SPECIFIC GOAL 3: Students are successful, engaged and supported with teaching staff and leadership participating in a rigorous annual evaluation process. A Teacher and Leadership Effectiveness / Quality Standards policy is in place and clearly communicated to new staff and reviewed with all returning staff; Ongoing opportunities for feedback and monitoring of professional growth is made available within the school year for all instructional and leadership staff. Teacher professional growth plans are clearly linked to the School Improvement Plan.

89% of parents


Report satisfaction with the quality of teaching at the school.


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DOMAIN 3: LEARNING SUPPORTS

Implementation of a reading recovery program with the purchase of Lexia Power Up for reading gap closing from G6 to G9.

Implementation of a math recovery program with the purchase of DreamBox in JH, and for targeted groups of learners in Gr. 4.

Restructuring of our Language and Learning Enhancement class to address broader student needs in G7 and G8. These changes will also help prepare our students for High School.

Continued tracking of student progress through baseline assessments (MAP, NGRT, OWA) and development of plans for success by our team of teachers, our Student Success Team and our parents.

Data Analysis to identify specific interventions in vocabulary and math for struggling students.

Spanish as a second language for foreign students.

Facilitation and training with data analysis from MAP to support goal setting, differentiated instruction and support for gap closing and enrichment.

Parent information sessions related to MAP and supporting student success and goal setting.

Parent feedback and recommendations on intervention strategies (e.g., Lexia, Dreambox).

Canadian School At Home surveys administered over time to gather input from parents to determine their perceptions on the program and gather their suggestions.

StrengthsImplementation of small group intervention across grade levels in the Canadian School @ Home Program (Early Years and Elementary).

Weekly check-in sessions scheduled by subject area teachers in Middle School.

Socio-emotional weekly sessions with students to monitor during the pandemic and establishing follow up strategies with Elementary students.

Early Years Parent Support Program, including weekly and biweekly sessions with parents to support pandemic challenges at home.

Student Success Team (MS) coordinating and collaborating with grade level teams supporting and monitoring growth in students identified with significant learning gaps.

Implementation and administration of several parent surveys inviting feedback on supports needed for at home learning needs.

OpportunitiesIn collaboration with Student Success Teams, continue to refine and monitor school-wide actions required to identify, support, and provide intervention for students who are identified as ‘at risk’ in their learning as well as those students who require enrichment or enhanced learning opportunities.




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SPECIFIC GOAL 1: Students are successful, engaged and supported with a school community that is safe, caring, and inclusive. Students are engaged in a variety of initiatives, that create a positive school climate where every person belongs; Students demonstrate and apply the six core values in their relationship with others;

SPECIFIC GOAL 2: Students are engaged learners when they are able to demonstrate global citizenship. Students contribute by organizing and supporting the community through social action projects; Students demonstrate an awareness that they can make a difference to their community; The school develops networks with communities outside the school.

93% of teachers

94% of students

90% of parentsAgree that the schoolhas access to technologyto support student learning.

SPECIFIC GOAL 3: Students are engaged, successful, and supported in their learning when technology and design integration is used to support student-centered, personalized and authentic learning.

89% of students

95% of parents98% of teachers

Agree that the school encourages the development of the positive relationships between students and staff.

Technology and design integration is evident in cross-curricular learning activities across all sections with support for teachers and students.


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SPECIFIC GOAL 4: Students meet success in their learning as teachers, leadership and other education professionals engage in action research to identify best practices and pedagogical approaches to embed innovation and technology in teaching and learning. STEAM design projects are explored and applied in a variety of learning contexts; Teachers are applying their skills and knowledge as Apple Certified teachers across all content areas.

SPECIFIC OUTCOME 5: Students are engaged and supported in their individualized learning needs when teachers, leadership and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology effectively, efficiently and innovatively in order to promote student engagement in their learning. Leaders and teachers create the school conditions to support STE(A)M learning; Create a learning environment that promotes innovation.


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DOMAIN 4: GOVERNANCE

Acquisition and implementation of MAP assessment tool in Middle and High School .

Expansion of coaching model to Early Years and consider inclusion of Grades 5 and 6 in professional development opportunities supported by current Literacy and Numeracy coaches.

Addition of numeracy resources to support numeracy goals and intervention for students identified as “below or at risk” Large-scale investment is being put into place to create High School facilities.

Newsletter communication with a focus on celebrating growth and progress over time, next step focus for continued student success.

Digital Citizenship parent session, technology integration workshops and support sessions offered regularly to parents.

Interviews with leading Junior High parents and students to inform High School planning.

High School information sessions with grade 8 and 9 students and parents.

Monthly High School bulletins to update parents and students on the progress of High School.

Adapted parent survey (Alberta 2021 Parent survey) administered locally

StrengthsIntroduction of additional positions to support teaching and instruction and work hand in hand with teachers in the use of technology and assessment data:

OpportunitiesExpanding assessment framework to support Grades 7-10 across core subject areas (Math, Science, Reading, Writing and Oral language) through the acquisition of Measuring Academic Progress (MAP) resource.

Expansion of PLC/Action Research to Early Years and Middle School.

Expansion of the Technology Integration Team

Instructional Coaching position at both campuses in literacy and numeracy supporting data analysis and programming within a PLC / Action Research model (Elementary).



UPDATES AND LEARNING FROM THE AERR

SPECIFIC GOAL 3: Students are successful, engaged and supported with a school that promotes and values opportunities for parents and the community to work collaboratively in partnerships to support student success. There are parent representatives for each classroom; Parents are informed and invited to participate in their child's education; There is an active Parent Council.


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SPECIFIC GOAL 1:Students are successful, engaged and supported in their learning with a school that effectively establishes ongoing communication, with defined roles and responsibilities. Communication protocols are evident and there are clear job descriptions and responsibilities for each person; The school promotes a workplace culture built on the values of voice, accountability, clarity of roles and responsibilities for all employees.

SPECIFIC GOAL 2: Students are successful, engaged and supported when staff benefit from high-quality learning and working environments that facilitate quality program delivery through effective planning and management of resources. Infrastructure and resources meet the needs of students and staff; Financial accountability and reporting systems are in place for 2020-23.

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Agree that learningis encouraged.

Agree that students areengaging in fun and meaningful learning

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90%

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96%

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98%

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Report satisfactionin the variety of

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DOMAIN 5: LOCAL AND SOCIETAL CONTEXT

Continued monitoring of student socioemotional well-being in shift from hybrid to full face-to-face learning.

Continued adherence to the health and educational authorities regarding health and safety measures.

Extension of school day at the high school level to allow opportunities for further Career and Technology Studies and Fine Arts courses and flexible groupings for students to engage with other students based on passions/interests and post-secondary goals.

Development of co-curricular transcripts at the High School level to document student participation in teams and clubs and leadership and community service.

Continue the following school-based and community service initiative: Teletón Guadalajara, Champions with Cause, ‘I Keep Warm; You Do Too’ clothing drive, Golden Broom, DAR Foundation

StrengthsCOVID-19 related supports to families to support ‘Canadian School At Home’ program:

Resiliency Program carried out with parents and staff. Socio-emotional support for students and parents through Student Success Teams.

School-based and community service initiatives to foster active citizenship.

Further expansion of G7-9 Career & Technology Foundation program.

Frequent digital citizenship workshops for students and parents

Opportunities

Student-led community service initiatives.

Parent participation in community service initiatives.

Identification of further opportunities to tap into local indigenous groups and knowledge.


UPDATES AND LEARNING FROM THE AERR

Resiliency Program carried out with parents, including an initial conference open to all parents; the school-sponsored all Room Parents and APF elected members to carry out the full Resiliency parent program, including 3 specialized workshops.


Canadian School At Home surveys were administered 3 times so far to gather input from parents to determine their perceptions on the program and gather their suggestions.

Various meetings with classroom teachers to best understand and support our program (Canadian School At Home session, Meet the Teacher, Open House, Student Progress meetings).

“Activity Kits”iPad Loan ProgramDesk/Chair Loan Program Financial support


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SPECIFIC GOAL 1: Students are successful, engaged and supported with a school that provides all students with the most appropriate learning environments and opportunities for them to best achieve their potential. Teaching staff have access to consultation and support from specialists to develop their capacity to meet the diverse needs of all students. Implementation of the Alberta Inclusive Education Framework is visible and foundational in the school community. Student programs address the intellectual, learning, communication, social, emotional and physical aspects of all students.

SPECIFIC GOAL 2: Students are successful, engaged and supported when local and societal needs and circumstances are responded to with empathy, flexibility, and compassion. The various stakeholders in the community are provided with opportunities to express their voice to ensure that the school is responsive to the community’s needs, to build consensus and understanding on decisions that are made and actions taken, and to foster trusting and supportive relationships. Equitable access to resources and supports is facilitated in response to societal shifts that impact the delivery of quality academic programming.

SPECIFIC GOAL 3: Students are engaged learners when they are able to demonstrate global citizenship.

Students contribute by organizing and supporting the community through social action projects;Students demonstrate an awareness that they can make a difference to their community;The school develops networks with communities outside the school.

85% of parents

87% of students93% of teachers

Report satisfaction with the social and emotional support students receive at the school.

86% of parents


Report satisfaction with the opportunities students have to demonstrate learning in a variety of ways.

CANADIAN SCHOOLGUADALAJARA

Accredited by the Ministry of Educationof Alberta and Mexico 2011.

Montevideo #3306 Col. Prados Providencia Guadalajara, Jal. México www.canadianschool.com.mxPaseo del Prado #1210 Col. Lomas del Valle Zapopan, Jal. México www.canadianschool.com.mx

Date post:	21-Feb-2022
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3 YEAR EDUCATION PLAN 2021˜24

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