CANADIAN SCHOOL GUADALAJARA

ANNUAL EDUCATIONALRESULTS REPORT 2019 2020

AND 3 YEAR EDUCATION PLAN 202023

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 StatementSchool Profile Quick Facts Our Commitment to Student Success Our Vision and Mission How We Are Reaching Our Vision Student Learning Leadership Personnel School Climate Student body Parent and Community RelationsProjected Student Enrolments by GradeTrends and IssuesSummary of Accomplishments Alberta Education Assurance Domain Goals 2019-22 Student Growth and Achievement Teaching and Leading Learning Supports Governance Local ContextCombined 2019-20 Accountability Pillar Overall Summary Safe and Caring Schools Student Learning Opportunities Preparation for Lifelong Learning, World of the Work, Citizenship Parental Involvement Continuous Improvement

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ACCOUNTABILITY STATEMENT

The Annual Education Results Report for the 2019-2020 school year and the Education Plan 2020-2023 commencing August 21, 2020, 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 reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and achievement.

The Board approved the Combined Education Results Report of the 2019-2020 school year, and the Three-Year Education Plan for 2020-2023 on November 15, 2020.


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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

1013 students from Toddlers to Grade 9.

181 staff dedicated to supporting student learning.

2 campuses: Early Years/Elementary and Junior High.

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 9, 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 Learners To be theLeaders 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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HOW ARE WE REACHING OUR VISION?

The school has an excellent reputation in Guadalajara due to its focus on providing a quality Spanish-English bilingual education to students, as well as a strong focus on character education and 21st Century cross-curricular competencies.

The school is committed to student success in all areas of learning and places a strong emphasis on the integration of technology to support student learning. Due to the popularity of the program, growth is carefully managed to ensure that quality programming can be provided to all

students.

The school places high importance on developing ethical citizens, based on six core values: Responsibility, Tolerance, Respect, Love, Cooperation and Honesty. These values have been selected and are weaved throughout the education of the students and form the guiding principles for actions for students and our school community.

Parents are involved in the school community and support the school through Parent Council and school planned initiatives. The school will be growing yearly with the addition of one grade, with a vision of going to grade 12 with a student body of approximately 1600 students by 2023.

Students in the Early Years program learn in a bilingual learning environment inspired by the Reggio- Emilia approach to learning. Students in Senior Kindergarten to Grade 9 study the Alberta and Mexican (SEP) programs of studies through the development of cross-curricular competencies.

The Canadian School has an active Board of Trustees and a Parent Council that is elected annually.

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STUDENT LEARNING

2 LEADERSHIPWe believe in the pursuit of education with effective leadership throughout our organization. Leadership and teachers are accessible and attentive to their relationships with members of our school community. Collaboration and problem solving are critical in the context of respect at all levels of our organization. Members of our leadership team and teachers: a) Promote our vision on a daily basis including our school values, b) Model excellence by challenging students to aspire to the highest level of academic and social achievement daily, c) Commit to continuous school improvement through our Professional Learning Communities model, d) Share in decision making in a collaborative school environment, develop a culture of collaboration involving parents, students and staff.

The Canadian School provides educational services with student learning at the very heart of the vision. The school provides a learning environment based upon the best professional knowledge and educational research in a bi-cultural learning environment. Curriculum and instruction are focused on meeting established learning outcomes. As the school pursues excellence for student learning, teachers and instructional leaders: a) Make curriculum and instruction decisions guided by specific and clearly stated learning outcomes for each grade level and subject, b) Ensure that the essential curriculum is addressed through the examination of scope and sequence through the alignment of both the Mexican (SEP) and Alberta Curricula, c) Monitor assessment and academic progress of individual students and provide timely feedback to enhance learning, d) Employ instructional strategies, recognizing individual student learning styles and goals, e) Continually analyze student learning and achievement both in the classroom and at different grade levels, and subject disciplines through the Professional Learning Community model.

The following statements provide the standards that the Canadian school strives to achieve and maintain and are the blueprint for our improvement efforts and benchmarks that we use to evaluate our progress:

5 STUDENT BODYWe believe that students are at the heart of our decision-making process, but that students are also critical players in working towards their educational success. Students are encouraged to drive their educational learning and success through meaningful engagement in their learning process. Students are encouraged to develop to their full potential academically and personally on a daily basis and celebrate their learning success. In our school students: a) Value learning and take responsibility for their learning success and engagement, b) Conduct themselves in a safe and respectful manner to contribute to a positive and safe learning environment for all, c) Are leaders and participate in an effective, proud school community by living our school values on a daily basis to be ethical citizens in our school community, d) Are citizens of our school who contribute to our success and strive to achieve their personal best.


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3 PERSONNELThe Canadian School Guadalajara believes that the success of student learning is dependent upon having staff in place to support student learning at all levels of the organization. We are committed to recruiting and retaining quality academic and non-academic staff, and investing in their professional development. We believe in coaching staff to improve their practice and inspire all staff to work together to improve student learning. To achieve this, we: a) Model caring and respectful behaviours to one another, b) Work collaboratively to solve problems, c) Commit to continuous professional development to build capacity.

4 SCHOOL CLIMATEAt the Canadian School Guadalajara, we believe that student learning and achievement are enhanced in an environment that is safe, respectful and caring to all. At our school we: a) Live and model our six core values on a daily basis to our students and community; they are embedded in our teaching and leadership philosophies, b) Commit to providing a safe, caring and an inclusive learning environment for all students, c) Respond proactively to situations by ensuring that effective learning environments are maintained, d) Develop and maintain effective school policies for governance that ensure that student learning and success are at the heart of our decisions. We ensure that student management policies are implemented fairly and consistently with age-appropriate consequences for student behaviour, following the Student Code of Conduct, e) Develop and maintain honest and fair procedures for human resource management at all levels of our organization.


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6 PARENT AND COMMUNITY RELATIONSWe believe in involving our school community meaningfully in our organization. We create relationships that are mutually beneficial and provide mechanisms for active participation in our community. We: a) Identify and develop relationships with our community partners to support community social needs and be contributing members of society, b) Engage our parent community as active partners in educating their children, monitoring their progress and emphasizing the importance of education in our shared commitment to student learning, c) Dialogue with parents about student learning and achievement, d) Provide ongoing parent programming to support the role of parents.

GRADE OF STUDENTS K 1 3 4 5 6 7 8 9 10 11 12 TOTAL88

100

100

100

106

100

103

105

94

105

102

100

107

105

59

100

61

59

47

62 48 984

867Current Alberta Program Enrolment

Projected 2021-22 AlbertaProgram Enrolment

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PROJECTED STUDENT ENROLMENTS BY GRADE

TRENDS AND ISSUES

English Language Learners:

The majority of students who enter the Canadian School Guadalajara come from Spanish speaking homes. Due to the nature of the community, students, for the most part, are only exposed to the English language at the school. As such, a high emphasis is placed on language acquisition using best practices in bilingual education.

Facilities:

As the school continues to grow towards the full graduation program and the student population pyramid continues to widen each year, we add a new grade level and additional groups at certain grade levels, requiring the preparation of additional spaces to accommodate growth. Construction on our brand new high school facilities will begin promptly, requiring significant investment and accommodating the launching of a new program at our current Junior High campus.

Assessment:

Assessment processes, protocols and data are organized and applied across grade levels to support the school in using assessment to inform instruction and support goal setting through the addition of a school-wide assessment framework. The COVID-19 pandemic has created new challenges in terms of generating authentic and valid opportunities for gathering assessment data, however, significant effort has been made and creative strategies implemented to allow for assessment opportunities while ensuring safety and health protocols are strictly adhered to.


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Staff Retention and Recruitment:

Due to the transitional nature of teaching staff from Canada staying for contracts of two years, continual and focused professional development in the instructional areas of literacy, numeracy, Problem-Based Learning, technology integration and assessment is constant to ensure programming continuity. Our recruiting strategy will need to shift significantly due to the COVID-19 realities and as we move into the high school program, we will also need to include recruiting more specialized teachers to ensure our students have access to experts in the subject areas across the curriculum.

Dual Program:

Our students are required to meet the curricular requirements of both Alberta Education and the Secretary of Public Education of Mexico (SEP). Due to the continual evolution of both programs comes a need to regularly revisit programming outcomes and assessment criteria to ensure alignment. For the 2020-21 school year, this will include expanding our program into high school and the grade 10-12 graduation program.

Rapid Growth:

With the continuous growth of the student population, the deliberate analysis of student programming needs, staffing levels, and facilities requires targeted planning for appropriate program implementation. This includes the purposeful acquisition of resources from Canada, the US, and Mexico, and ensuring that the organization has the best-qualified people. In launching our high school program next school year, we will need to accommodate for the expansion of our program in facilities, resources, and staff.


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Internal Results on PAT Modeled Assessments for the 2019-2020 School Year at Canadian School Guadalajara

Below Acceptable Excellence

READING

WRITING

ENGLISH LANGUAGEARTS

MATH

OVERALL

11% 69% 20%

33% 64% 3%

22% 66% 12%

14% 59% 27%

19% 64% 17%

Transition to Inclusive Model of Student Support Services:

The move from a clinical model of student support to more fully utilizing Alberta Education’s principles of inclusive education continues to require further conceptualization in order to embed effective and authentic practices. Further articulation of a Canadian School vision of inclusive education followed by documentation and exemplars will be necessary to support implementation at the classroom and school-wide levels. Our Student Success, Technology Integration, and Instructional Coaching Teams have been expanded and further incorporated into each section to provide more targeted support at elbows length to students, teachers, and parents. Further norming will need to be carried out to develop consistent practices and maximization of these resources.

Provincial Achievement Test (PAT) Journey and Next Steps

As a data-informed school, it is important to gauge our students’ attainment in the core subjects of the Alberta curriculum. As the PATs were cancelled due to the pandemic, a series of internal assessments were conducted, using previously released Provincial Achievement Tests, to measure our grade 6 students' achievement. Students were tested in Math, Reading and Writing. The assessments were monitored by teachers to ensure the validity of the data, while cognizant that remote learning makes it difficult to get 100% accurate information. The results were very positive and showed growth compared to our previous two years results:

The data shows growth from previous years, both in Reading and Math, with a noticeable improvement in the percentage of students demonstrating the excellence level. Areas for growth have been observed in Writing, which is common for second-language learners.


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Our Junior High campus continues to grow with the following upgrades carried out this year: 5 additional classrooms added this year Large open spaces on the 2nd and 3rd floor have been covered to shelter these areas from intense sun and rain, opening them for use as instructional spaces and to house lockers for our growing Junior High population

The first phase of construction for our High School facilities will begin shortly and will feature: A High School Learning Commons Innovation Centre Biochemistry Lab Physics Lab Math Lab Auditorium Several classrooms

SUMMARY OF ACCOMPLISHMENTS

Continued Facilities Upgrades


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Canadian School Guadalajara has officially received its Apple Distinguished School accreditation, including 100% of our academic staff obtaining their Apple Teacher certification.The school continues to invest in and make use of the following technological resources: Bring Your Own Device (MacBook) for grades 7 to 9 Bring Your Own Device (iPads) for grades 4 to 6 Class iPad sets for Grades 1 to 3 (2:1 student to iPad ratio) Class iPad sets for Junior and Senior Kindergarten (3:1 student to iPad ratio) Junior High portable MacBook Lab Elementary portable ChromeBook Lab All teachers issued iPads and MacBooks In-class support from Technology Integration Specialists Maker Spaces: Innovation Centre at Junior High campus and Innovation Station at Early Years/Elementary campus (including 3D printers, laser cutters, robotics kits, circuit sets, sewing machines, carpentry equipment) After school Robotics and STEAM clubs

Due to the shift to remote learning, caused by the COVID-19 pandemic, to support our school families/parents as partners in education, the majority of our class iPad sets were freed up to loan out to families who did not have sufficient devices.

The school also expanded on its licences in several platforms, including full Zoom education licences for all instructional staff, Nearpod, MathUp and Lexia accounts to better support teaching and learning.

To support remote teaching and learning and in preparation for the eventual shift to a hybrid model, the school also invested in Polycom studio cameras that will be installed in all classrooms and instructional spaces.

Apple Distinguished School Accreditation and Continued Growth of Technology Resources


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Improvements in Assessment Practices and Acquisition of Assessment Resources

A significant focus has been placed on applying diagnostic assessment tools to inform and align instructional practices and generate authentic evidence to measure student progress over the school year. Assessment tools were acquired to measure reading, writing, and vocabulary for the English and Spanish strands, as well as math. We are in our third year of implementation of applying external assessments. We continue to carry out in-depth professional development with our academic staff in purpose, administration, and analysis of diagnostic and formative assessment tools. We are in our second year of implementation of our Assessment Framework to support internal and external assessments, aligning to instructional pathways, K-8. All Gr 3 teachers registered for access to Alberta Education for Grade 3 Student Learning Assessment (SLA), which were administered in the fall of 2019. All Grade 6 students completed the Spring 2019 Provincial Achievement Test (PAT).

Continued Implementation of Teacher Quality Standards, Educational Assistant QualityStandards, and Launch of Leadership Quality Standards Framework

The Academic Leadership Team has made adjustments to the revamped TQS framework that was piloted in the 2019-20 school year, including an extensive rubric qualifying each of the indicators for the standards. A similar tool was developed and implemented with our school’s Educational Assistants: the Educational Assistant Quality Standards (EAQS). The same model was applied to develop our school’s Leadership Quality Standards framework, which was recently launched and will be piloted over the course of the school year.

The new frameworks have been useful in ensuring a more transparent and comprehensive approach to supervision of instruction and leadership so that more detailed qualitative feedback can be provided/received and that teachers and administrators have multiple ways to show their growth across the competencies: individual portfolios, teacher and administrator-developed growth plans, observations, and the summative evaluation.


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Instructional Leadership Succession and Expansion

A conscious effort has been made to bolster instructional leadership across the school, paying careful attention to roles and responsibilities. For the 2019/20 school year, a similar structure has been maintained in relation to our principal roles, including a Principal for each section (Early Years, Elementary, and Junior High) and a Head Principal and Assistant Principal who oversee and support both campuses. There have also been some shifts in other instructional leadership roles and new leadership opportunities introduced:

Shift to an Inclusive Model of Student Support

The following measures have been in place to shift to a more inclusive education approach:

A shift from Student Services Department to Student Success Teams integrated into each section and under the direction and guidance of the section Principals Student Services Coordinator repurposed to Inclusive Education Coordinator Incorporation of JH Student Success Team (Counselors, Instructional Coach, EA/Permanent Sub)Continued integration of Student Success Team Members at EY and EL An integrated Resiliency Program has been launched for the 2020/21 school year in conjunction with an organization focused on preventative psychology, Brightside: The Science of Happiness. The program is designed through a wraparound approach with workshops for parents, teachers and staff, and students.

Literacy: A full-time Literacy Instructional Coach role has been introduced to work with the Junior Kindergarten to Grade 4 Teams. Experienced teachers with extensive literacy training have been placed at grades 2 and 4 to provide mentorship and support at these grade levels. Numeracy: In the Elementary program a full-time Numeracy Coach role has been introduced to support math instruction in grades 1 to 4. At the Junior High Level, an experienced Math Teacher has been brought on board with a combined assignment of Middle School Math Teacher and Junior High Numeracy Coach. Technology Integration: A Project Leader was appointed to lead a new Technology Integration Team to provide closer guidance to teachers in the use of technology to support teaching and learning. The Team includes 4 Technology Integration Specialists (2 at the Junior High campus; 2 at the Elementary/Early Years), and two Maker Technicians (one in each Maker Space).


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91%

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Agree that the schoolis a welcoming andcaring place.

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Agree that studentsfeel safe at school.

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Report that students and teachers treat each other with dignity and respect.

Targeted School Improvement

All departments of the school have developed strategic plans to align with the school’s overarching goal of creating the optimum educational experience for all students, including maximizing the success of each learner. Indicators for success have been created at all levels of the organization.

Continued Focus on Building Professional Growth and Capacity

The school continues to focus on building the capacity of teachers and instructional staff, implementing the professional growth, supervision and evaluation process to ensure that all teachers meet the Teaching Quality Standard, facilitating mentorship, demonstrating a strong understanding of effective pedagogy and curriculum and facilitating the use of a variety of technologies to support learning for all students.


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DOMAIN 1: STUDENT GROWTH AND ACHIEVEMENT

Goal 1 Students are literate

CANADIAN SCHOOL ALBERTA EDUCATION ASSURANCE DOMAIN GOALS

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

93%

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Report satisfaction with the quality of Educationprovided to students atthe school.


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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.

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

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%

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Believe that teacherswork well together.

93%of teachers reported satisfaction withthe opportunity teachers have for

professional development at the school.


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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.

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.

92% of students 89% of parents 89% of teachersReport satisfaction with the quality of teaching at the school.

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Agree that the school encourages the developmentof the positive relationships between students and staff

DOMAIN 3: LEARNING SUPPORTS


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94% of students 90% of parents 93% of teachersAgree 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. Technology and design integration is evident in cross-curricular learning activities across all sections with support for teachers and students.

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 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 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.

DOMAIN 4: GOVERNANCE


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93%

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Agree that learningis encouraged.

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Agree that students areengaging in fun and meaningful learningexperiences.

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Report satisfactionin the variety of subjects availableto students.

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.

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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87%

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Report satisfaction withthe social and emotionalsupport students receiveat the school.

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

DOMAIN 5: LOCAL AND SOCIETAL CONTEXT

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.


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MAY 2020 SCHOOL RESULTS SUMMARYFOR PLANNING AND REPORTING

MeasureCategory

Safe and CaringSchools

Safe and Caring 86.7 89.8 90.7 89.4 89.0 89.2

MeasureCurrentResult

Prev YearResult

Prev 3 YearResult

Canadian School Guadalajara

CurrentResult

Prev YearResult

Prev 3 YearResult

Alberta

Achievement Improvement Overall

Measure Evaluation

High Declined

Declined

Declined

Acceptable

Acceptable

StudentLearningOpportunities

Preparation forLifelong Learning,World of Work, Citizenship

ParentalInvolvement

ParentalInvolvement

Program of Studies 74.6 77.7 78.1 82.4 82.2 82.0 Intermediate

Intermediate

Intermediate

DeclinedSignificantly

DeclinedSignificantly

Issue

Issue

Education Quality

Work Preparation

86.8

82.9

73.2

78.5 91.4 91.6 81.8 81.3 81.2

87.5

74.5

91.0

78.1

84.1

83.3

83.0

82.9

82.7

83.2

94.0 94.6 90.3 90.2 90.1

Maintained

Maintained GoodHigh

High

ConcernContinuousImprovement

SchoolImprovement

63.8 82.0 81.8 81.5 81.0 80.9 Very Low

Citizenship

Acceptable

The following pages outline the strategies and initiatives in place to address the various measure categories that are assessed annually by Alberta Education.


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Campaign developed and organized in collaboration with Student Council, school counsellors and section administrators to increase awareness of bullying, reduce bullying events and concerns related to bullying and promote inclusion awareness. Junior High Student Behaviour expectations/Code of Conduct was developed.Progressive Discipline Plan Documentation Tool developed to more effectively track behaviour issues and ensure greater follow up and interventions take place. Activities and projects initially launched in the 2018-19 school year continued to help the Canadian School community to build an understanding of inclusion, nurture a sense of belonging, and create awareness.‘The Walk Around: A School Leader’s Observation Guide’ continues to be used as a tool to monitor how safe and caring the school environment and practices are. Community building and citizenship awareness initiatives carried out over the course of the year at both campuses: Pink Shirt Day, Anti-Bullying Week, Random Acts of Kindness Week, Mental Health Day, Bring Your Parent to School Day, Team Building/Leadership Day, Peace Day (many have been limited due to COVID restrictions).Organization of working sessions with the Student Success Team to discuss practices in supporting student behaviour, social-emotional, and academic needs.Early Years Student Success Team launched a Parent Coaching Program during the Remote Learning Program. All Early Years parents were invited to participate and one on one sessions were offered. Mindfulness classroom was set up for Early Years students and teachers to access 2-3 times per week.Social-emotional sessions for all elementary students were offered as part of the Remote Learning Program. One on one sessions were offered up to students and parents, as necessary.Information sessions with support from outside agencies coordinated to promote the safe use of digital content and technology use. Evening parent information sessions have been offered for both Elementary and Junior High Campus parents.Professional learning activities embedding the Canadian Way Values program is a core component supporting the development of the Canadian School Inclusive Education model.Staff ‘Resiliency Program’ launched, including targeted workshops to support staff in identifying and techniques for improving protective factors, strategies on resilience in day to day life, and applying resilience in the work you do at Canadian School.

SAFE AND CARING SCHOOLS

Measure: Safe and Caring

Strategies


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Continuum of text forms and structures established across all grades with a focus on purpose, audience, thinking, organization and communication skills used to support planning and integration of content into literacies across all grades. Facilities now include a Student and Teacher Learning Commons, Biology/Chemistry Lab, Innovation Centres/MakerSpaces, Atelier, Audiovisual Studio, Fine Arts spaces, various athletics facilities.Initiatives such as intramurals and Health Week promote an active lifestyle at school and at home.Continued expansion of our technology resources for students and staff. Adoption of new applications and platforms to support teaching and learning in a remote context (Zoom education licences, Nearpod, SeeSaw,Google Classroom, etc.).Acquisition of additional educational resources to address gaps in learning (Lexia, MathUp, etc.).Offering of additional supports and resources for students and families to support learning in our remote learning ‘Canadian School At Home program: > Provision of ‘Activity Kits’ at the Early Years and Elementary levels to provide students with learning materials that foster home-school connections. > Lending of iPads for our younger students. > Desk and Chair Loan program to facilitate productive learning spaces at home.Launching of free ‘Grizzlies At Home’ extracurricular program for students to promote healthy lifestyles, physical activity and to foster community connections.

STUDENT LEARNING OPPORTUNITIES

Measure: Program of Studies

Strategies


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Networking with administrators from other schools to share best practices and expand programming and curriculum implementation for Alberta/SEP outcomes. Teachers are provided time within the teaching schedule to engage in collaboration with each other to build personal and professional capacity and expertise.Focused professional learning and action plans implemented to support subject and course specialists and Head Teachers on the development of Learning Goals and co-constructed success criteria to support teaching, learning and assessment pathways in all content areas. Canadian School Teacher Quality Standards Framework fully implemented to allow for more detailed qualitative feedback to be provided/received and that teachers have multiple ways to show their growth across the competencies: individual portfolios, teacher-developed growth plans, observations, and the summative evaluation.Launching of the Canadian School Leadership Quality Standards Framework modelled after our TQS system, focused on the LQS competencies.Professional development provided to support classroom teachers:

Measure: Education Quality

Strategies

> in developing rich learning tasks and high order thinking question prompts, and inclusion of mathematical process expectations embedded into math learning activities and assessment strategies.> lesson study opportunities for job-embedded application of 3-part lessons and teaching through problem-solving.> aligning Alberta and SEP outcomes to established indicators, identifying gaps and adjusting current indicators to ensure a balance of instruction and assessment focus across all grade levels and subject areas.> focus on differentiation and open-ended questioning in planning math lessons and learning activities. (Marian Small, 2019). > training on the use of new applications and how they support student learning.> attendance of Reggio Emilia Conference. > PE and extracurricular conference.


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The development of the Career and Technology Foundation program, from Grades 7 to 9 allows students to explore interests, passions and talents. The program enables students to explore a variety of fields of work that will help define future choices in High School. In concert with the Innovation Centre facilities, the program provides development in career choices and technology.Digital Portfolio- Learning portfolios implemented to embed Canadian Way Values in goal setting and career pathways for Grade 4 to 9; Who am I as a Learner - All About Me for Grade 1-3, Early Years Who am I? - Which are my opportunities as a learner? - How do I relate with the world around me? - How do I contribute in society?

PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP

Measure: Work Preparation

Strategies

Introduction of a new school mascot: ‘Archibald the Grizzly’ to promote sportsmanship, community belonging, and growth mindset, tying into our Canadian School Way values.Professional learning activities embedding the Canadian School Way Values program is a core component supporting the development of a Canadian School Inclusive Education model.Continuation of elementary initiative actively involving students in maintaining and caring for the physical school facilities on campus through the ‘Golden Broom and Cleaning Patrol’ program to instill pride, responsibility and ownership of the learning environment.Continued school-wide participation in Telethon Guadalajara, Champions with Cause, clothing drive: ‘I Keep Warm; You Do Too’; and other community initiatives engage students in outreach awareness programs. Shift of leadership of community service and charity initiatives from Parent Council to Student Council and student committees at Junior High (i.e. donations to the Hellen Keller School for the Blind, ‘Adopt a Koala’ campaign).Campaign to engage and create greater awareness with students, staff and parent community on active citizenship actions at the school.Student Digital Citizenship Week.

Measure: Citizenship

Strategies


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Resiliency Program was launched with 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.Technology integration workshops and support sessions offered regularly to parents.NGRT info session.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).Launching of free ‘Grizzlies at Home’ extracurricular program for parents and staff to promote health, wellness, and community involvement.Early Years Parent Coaching Program and Elementary support options.Digital Citizenship Parent sessions.Interviews with leading Junior High parents to inform High School planning.

PARENTAL INVOLVEMENT

Measure: Parental Involvement

Strategies


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Structures are in place to facilitate all departments of the school to be involved in the development of strategic plans with the mandate to align with the school’s overarching goal of creating the optimum educational experience for all students. Continued use of the Assessment framework to gather rich assessment data to inform instruction - continued professional development with teachers on how to make effective use of the assessment data to develop strategies to target student learning needs.Communication protocols are being revisited to ensure that feedback and concerns are directed to the appropriate person to allow for a more effective and efficient flow of communication. Introduction of additional support positions to support teaching and instruction and work hand in hand with teachers in the use of technology and assessment data: > Expansion of the Technology Integration Team. > Introduction of new Instructional Coaching position at both campuses in literacy and numeracy.Moderation and consensus marking for continuity of assessment practices, standard levels and rationals with exemplars used across all grades to support all teachers in using common language and consistency in strategic instruction.

CONTINUOUS IMPROVEMENT

Measure: School Improvement

Strategies

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

CANADIAN SCHOOL GUADALAJARA

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