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On April 11th, we took a big step toward beginning our next strategic plan with the launch of an anonymous school board-wide survey.

In partnership with online engagement experts, Thoughtexchange, we are reaching out to every CCRSB staff member, parent, guardian, student, partner agency and community member to talk about what’s important now and for the future.

Visit http://ccrsb.thoughtexchange.info/invitation/ to share your ideas by answering these three questions:

• What are some concerns you have about our schools and school board this year?

• What are some things you appreciate about our schools and school board this year?

• What are some things you would like students to experience at school to get them ready for their future?

It only takes about 10 minutes to complete the survey, but the answers that you provide will feed directly into CCRSB’s next strategic plan, helping us articulate our shared vision and plan how we support the best future for all students..

This first part of the process, called Share, will be open until April 20th. The answers given during the Share process will then be grouped by theme. Participants will be invited to join the process again on April 28th, when you will have an opportunity to choose the ideas you like best by placing stars beside each one. The Star phase will last until May 8th. On May 9th, the results will be posted for everyone to see.

Social media users are encouraged to participate in the online conversation using the following hashtags: #allccrsbvoices, #planningourfuture, #surveysays2016 and #connectsharegrow.

Join the conversation and help us plan for the best future for all CCRSB students!

Gary AdamsSuperintendent Chignecto-Central Regional School Board

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Bringing life to learning.

Superintendent’s Monthly Report to the Board.

April 2016

What’s Up? ` April 22 - Earth Day

` May 3 - Excellence in Teaching Awards

` May 4 - Committee-of-the-Whole

` May 11 - Regular Public Board Meeting

` May 24 - 25 Years of Service Awards

Tell us - What's in Your Backpack? We want to know what’s in your backpack. Tell us what makes you, you. Are you a musician? A great reader? A LEGO maniac? A champion hot dog eater? An up and coming comedian? You can write a poem, draw a picture or poster, take a selfie, make a short video…do whatever you want to show us what’s in your backpack! Tweet them to us @CCRSB_Official #backpacks #SocialJustice

www.ccrsb.ca

https://www.youtube.com/watch?v=eRkIpabQgq4

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Supporting Student Learning, One Breakfast at a TimeAsk Amanda Northcott why school breakfast programs are important, and her answer comes swiftly.

“Starting the day with a healthy breakfast is important for many reasons. A healthy breakfast positively affects student success. Well-nourished students are ready to learn, they have more energy, and are less distracted by hunger.”

Amanda is CCRSB’s school health promoter. She has been working with schools over the last two years providing information, training and advice about health-related programming, including breakfast programs.

All CCRSB schools have a breakfast program, an amazing accomplishment, and the majority offer breakfast every school day. On average, 4,094 students access breakfast programs daily in CCRSB. Approximately 716,770 breakfasts will be served to students by the end of this school year.

“Breakfast programs look different at each school,” said Amanda. “They may be a sit-down hot or cold breakfast, food delivered to classrooms, or a 'grab and go' type program.”

Most schools offer items such as fruit, granola bars, cereal, toast, cheese, juice, water, and milk. Some schools have hot breakfasts that include pancakes, waffles and oatmeal. Each school develops the program that works best for their daily scheduled and student population.

School breakfast programs are a labour of love. Most schools have a school staff or community volunteer breakfast program coordinator who does the grocery shopping for their program. Other staff members and volunteers prepare and serve breakfast to students on a daily basis. Over 400 volunteers and staff work each day to ensure that students have access to a good breakfast.

Even though breakfasts are free to students, they are not free to put together. For that reason, CCRSB is pleased to receive sustainable partial funding for our breakfast programs from Nourish Nova Scotia. Each school receives a base amount of funding, supplemented by the size of their student population, each year. In addition, many schools apply to and receive external

funding to further support their programs.

The value of school breakfast programs cannot be underscored enough. In addition to the link between a healthy breakfast and learning, breakfast programs also provide opportunities

for nutrition education, student leadership, and socialization with other students and staff. Breakfast programs encourage community, parental, and student engagement and foster a culture of caring and well-being within the school community.

“Breakfast programs aren't just about food,” said Amanda, “they are about healthy and happy students and school environments!”

“The breakfast program has a

tremendous effect on our school and our

students. It is very well attended and ensures that students are able

to attend classes without the worry of

having nothing to eat. This allows them to

maximize their learning while at school.”

Sheila Maddison-Alick, Principal, Springhill Elementary

schools

“The ability for all students to start the

day with healthy food is paramount to their ability to reach their academic potential!”

Dave Hazelton, Principal, Bible Hill Junior High School

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SCHOOL

SCHOOL NEWSChignecto Family NewsStudents from Oxford Regional Education Centre and River Hebert Elementary School participated in a swearing-in ceremony for the WITS anti-bullying program on March 4th. The assembly helped to remind students what WITS and LEADS is all about and how it can support a positive school climate. The swearing-in ceremony was planned and run by members of OREC’s BAM squad, made up of junior high students who have come up through the WITS/LEADS program. The Squad meets regularly with RCMP Cst. Travise Dowe and staff advisor, Jamie Conrad, to plan ways to support OREC as an extension of the WITS/LEADS program. All students and staff had a wonderful time at the swearing-in and left with a renewed awareness of the benefits of using their WITS!

On March 4th, grades 4-12 students, staff and community members gathered at Parrsboro Regional High School to learn more about the Syrian Refugee crisis and to share ideas, concerns and celebrations as they welcome new families into their school-community. The event was led by an enthusiastic and thoughtful group of student leaders and Parrsboro Refugee Committee members. The students created a school-based video of youth and staff responding to key questions addressing the country’s approach to refugee re-settlement. The interactive assembly was a huge success, followed up by classroom discussion and reflection.

Students at Junction Road Elementary spent the first two weeks of March learning about Canada on a giant map. The map, on loan from Canadian Geographic, measured 10.7 m x 7.9 m. and was based on satellite images. Students were able to walk on the map while learning about the importance of

satellites and the location of the provinces. They also participated in a number of other wonderful hands-on activities provided by Canadian Geographic and created by their teachers.

Nova Family NewsWinding River Consolidated students recently participated in a school-based French speaking competition. All of the students, with the help of their teacher, Mlle. Jenn MacLean, have been developing and practicing their speeches since January in preparation for the upcoming annual, regional French public speaking competition being held at WRC on April 4th for students from both the Nova and Cobequid families of schools. All of the students did a fantastic job with four from the 13 being selected by judges Maureen Morin and Joanie Wood to represent WRC on April 4th. Many family members and staff attended the event to support the students.

School News continued on page 63

Understanding the Lives of Grade 4 StudentsMiddle Years Development InstrumentThe 2015-2016 school year marks an important partnership for CCRSB. This year, CCRSB entered into a three-year agreement with the Human Early Learning Partnership (HELP) at the University of British Columbia. This partnership gives our school board access to the Middle Years Development Instrument, otherwise known as the MDI.

The middle years include children aged six to 12. Research conducted by HELP documents the critical impacts that experiences during these middle years have on a student’s brain development, resiliency and success. At CCRSB, we continue to focus on the connection between social and emotional learning and academic success. So the partnership with UBC and HELP was a good fit.

The MDI measures students’ perspectives over five Dimensions:

• Social and emotional development – Optimism, empathy, happiness, prosocial behaviour and self-esteem

• Physical health and well-being – General health, body image, nutrition, sleeping patterns

• Connectedness – Presence of supportive adults, sense of belonging with peers

• Use of after-school time – Time spent engaged in sports, lessons, watching TV, playing video games

• School experiences – Academic, self-concept, school climate, victimization (bullying)

Student results are reported by Dimension on a Well-Being Index, and are colour coded: thriving (green), medium to high well-being (yellow) and low well-being (red).

The MDI was administered at 21 schools across CCRSB in the first three weeks of March, to 671 Grade 4 students as part of a year-one pilot. The survey was completed online, and took students anywhere from one to two classes to complete.

Aaron Callaghan, Coordinator of Assessment, and Sarah Deveau, Data Specialist, are working with the staff

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at UBC to help administer and guide the application of the MDI in CCRSB. Both are excited about what the results of the MDI can tell us about the lives of Grade 4 students.

“At this Grade 4 level, it’s the first time where students are asked what they think about their own lives,” said Aaron. “The EDI is completed by teachers, this is a self-report questionnaire. Students are telling their own stories, probably for the first time in this format.”

During the administration of the survey, Aaron and Sarah visited Grade 4 classes across the school board to observe and assist teachers as needed. While some students asked for help understanding what a question meant, very few asked for help forming their answer to a question.

“Research that UBC has done shows that asking Grade 4 students to talk about their lives is just as effective as asking an adult,” said Sarah. “The value of this survey is that we hear students’ voices about their lives.”

The reports produced at the end of the survey process are very user-friendly, and easy to understand. Consistent images and colour-coding make delving into and understanding the data possible for everyone, from teachers to parents.

Reports for each CCRSB pilot school will be distributed by the end of April. The school board-wide results are expected in late May.

The value of the MDI is its ability to relay how students feel about their lives. Those answers, and the data generated as a result, will give CCRSB a more complete picture and deeper understanding of students’ journey through their school years.

“The MDI gives us access to more decisive information, rather than just ideas,” said Sarah. “It allows us to connect the dots between the capabilities that a student comes into the system with, the supports that are put in place and what’s happening through the life-cycle of that support.”

The Instrument will be administered in all Grade 4 classrooms – that’s about 1,500 students – across CCRSB in November 2016. Data collected will be used in conjunction with other school-board and province-wide assessments to track student progress.

The MDI has been administered to thousands of students in British Columbia and internationally. The CCRSB pilot in March marked the first time the Instrument had been used by a school board outside of BC, within Canada.

Did you know?Jolene VanTassel, Employee Health ManagerIllness, injury, family tragedy, upcoming surgery – these are all stressful events that can affect anyone, at any time. CCRSB’s Employee Health Manager, Jolene VanTassel, is available to help all CCRSB employees – including teachers, custodians, principals and central office clerks – manage their way through these potentially stressful life events. Jolene’s list of duties is long. She answers questions regarding employee health benefits, including sick leave, family leave and long term disability. She also helps staff navigate the Workers Compensation Board process, and refers employees to physiotherapists, occupational therapists, and other health practitioners, and when appropriate, to the Employee Assistance Program.

Jolene explains that a key part of her job is “to manage the return to work of employees who are off due to personal illness or injury.” This can be one of her greatest challenges, as some injuries may prevent employees from returning to their former position. Jolene can often be found at work sites, meeting with employees and/or their supervisors (i.e. managers, school-based administrators etc.), to help find the right solution for each individual employee. Her greatest satisfaction? “I get a lot of pleasure out of helping employees by talking to them directly and providing helpful information, so all they have to focus on is their health.”

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During the first week of March, members of the Uniacke District School Me to We group held a towel drive in support of the Metro Turning Points Shelter in Halifax. Students collected donations of over 140 new and gently used towels, sheets, socks and winter boots. Students were inspired to launch this drive after hearing news that the shelter had recently run out of these items.

After hearing stories of Helen Keller and Louis Braille, Mrs. Naugler’s Grade 3/ 4 class at Hilden Elementary School recently spent the day learning what it would be like to have a visual impairment. Mrs. Naugler’s sister, Janet MacVicar, a vision Apsea teacher, visited to teach the students to read braille and to type using the brailler. The students used vision simulators, blindfolds and took part in games such as Goalball and basketball with the help of a sighted guide. They also used the guide rope to run a distance and experience the sensation of taking part in activities with little to no vision. They also learned how to be a guide for a person with a visual impairment and support them while doing puzzles and math activities. It was a great day of learning for all the students!

Cobequid Family NewsCobequid Educational Centre Multimedia 12 students Destini Pearce and Lacy Custance captured the gold medal at the Skills Nova Scotia 2D Animation competition March 10th. The pair will represent Nova Scotia at the Skills Canada Competition in Moncton, June 5th – 8th. A former CEC Multimedia 12 student who is now working in the animation industry, helped prepare the team for the competition.

Musicians Keith Mullins and Jimmie Inch came to Tatamagouche Elementary School for the day on March 29th. They worked with the students on a music video, showing them how music video editing works and the students performed an original song with Keith, an original song that will be put on his next CD. You can watch their video here: http://jmieng.com/fireflies.htm.

Seven members of the RCMP visited Harmony Heights Elementary to play basketball against the Grade 4 and 5 team members. The RCMP put on a great show and the students really enjoyed the opportunity to play in front of the school.

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Celtic Family NewsSalt Springs Elementary School had the pleasure of having Marla Cameron from Pictou County Solid Waste Management Facility come in to work with students to create useful products from recycled materials. All students in the school teamed up with their Reading Buddies to make bird feeders. They decorated recycled coffee cans and milk cartons to house bird seed. After the feeders were finished, students went outside and chose the perfect spot to place their bird feeder. Students enjoy checking the feeders and look forward to seeing their feathered friends visit their beautiful bird feeders this spring.

United in pride, honor, accomplishment and historical importance, Pictou Academy and Dr. Thomas McCulloch Junior High students officially celebrated 200 years in education on March 24th. On March 26th, Pictou Academy reached an incredible milestone, becoming one of the oldest schools in Canada. Students, staff, and special guests celebrated with a school wide assembly, refreshments, and the unveiling of a time capsule. The 200th year graduates, as well as other past and future graduates, were highlighted during the assembly. The

Pictou Educational Foundation, Pictou Academy 200 Committee as well as other special guests, Mayor; Joe Hawes, and Board Member; Vivian Farrell, joined the festivities. MLA Karla MacFarlane also expressed her admiration

of PA on behalf of the province during the event. Pictou Academy will continue to celebrate this incredible milestone during the official event planned the first week of July entitled, “A Summer to Remember.”

The Grade Primary and Grade2/3 classes at New Glasgow Academy spent the day at Sugar Moon Farms learning about the production of maple syrup. Their very informative hostess, Quita Gray, explained the entire process to a rapt audience. The students were treated to a sample of sap in the boiling room followed by a delicious pancake and maple syrup lunch. Students then went outside for a hike up the tap line to see where the process actually starts, at the sugar maple trees. The weather was sunny and warm so NGA continued their hike up the Rogart Mountain trail before ending the day with a tasty treat of sugar-on-snow!

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It’s a Collaborative Thing. . .Learning Communities & Team Teaching at Redcliff Middle SchoolRedcliff Middle School is one of CCRSB's best examples of Team Teaching or “Teaming”.

Allan Kennedy is the Principal at Redcliff Middle School and he was integral to the establishment of their now thriving Professional Learning Community and team approach to teaching.

“Redcliff works in grade level teams. Two teachers work with two home room classes, and the teachers share the subjects taught,” said Allan. “The culture has been developed so that each team of teachers are responsible for the social, emotional, physical and academic well-being of their students. The focus is to build a whole team, to build a true community.”

At Redcliff, when constructing timetables, specialist classes are scheduled first, to allow the teacher team to have common prep time so that they can coordinate their schedules, learning activities, assessments, student support and communication to parents. Time is imbedded in teachers’ daily schedules to enhance communication and collaboration. This embedded time allows for cross-curricular connections to be made in program delivery and creates more fluidity.

“The teaming model is the engine that runs our school,” said Allan. “Related to our teaming culture, and acknowledging the importance of responding to assessment data, Professional Learning Communities have been developed to support the growth in teaching and assessing strategies, particularly in ELA and Mathematics.”

Students at Redcliff get to know their teachers, and classmates on a deeper level. All students are part of a team, and teachers are not known by the subject they teach (i.e. Grade 7 English language arts) but by their role as the co-leaders of their team, the “Super 7s” for example. The teachers, as co-leaders, are jointly responsible for the learning of their 50-60 students.

Allan believes strongly that Redcliff’s team teaching approach can be replicated at other schools, no matter the make-up of the school. It takes dedication, he says, and flexibility in the model, but the end result is good for students and staff.

“A culture of growth exists at all levels, with teachers and students alike at Redcliff. All of our teachers are seen as “Leaders” and are encouraged to share their strengths and seek support in needed areas,” said Allan. “When students are given a sense of team, they grow with that, when teachers are given a sense of team they collaborate with that, it’s inherent in teaming. The model allows for teachers to really “get to know” their kids.”

https://www.youtube.com/watch?v=Jgb01lOh06o