Three-Year Education Plan

Our Priority

Northern Lights Public Schools is committed to creating an environment of knowledgeable and supported staff members as they strive to improve the mental health and wellness of all students. This priority was established by the board after extensive consultations with students, parents and
staff.

Our Definition

Mental Health is a state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can learn/work productively and fruitfully, and is able to make a contribution to their school/community. - Based on the definition from the World Health Organization

Our Evidence of Improvement

Northern Lights students will complete a yearly survey that seeks to understand the mental health and wellness of students in relation to our definition. The survey will be administered in the Spring of each year. Baseline data will be established in 2021, and results will be reviewed by schools each year. Additionally, student responses to the Accountability Pillar questions related to the Safe and Caring School pillar will be used to measure growth over time.

Our Actions

Our School Plans

As part of their improvement plans, each school in Northern Lights is implementing universal, targeted and individualized strategies to enhance support for students. These strategies align with division actions and are designed to meet the unique demographics and needs of each school.

Our Resources

Successful Families Successful Kids / Mental Health Capacity Building Team, Mental Health
Consultant, Student Advocacy Counsellors, Director of Inclusive Education, Learning
Consultants, School Staff, and Community Agencies.

Our Results

NLPS Student Mental Health and Wellness Survey

Safe and Caring Schools Accountability Pillar - Student Responses

Examples of School-Based Actions

Universal

• Increase/enhance use of Student Advocacy Counsellors (SAC)
• Intentionally develop opportunities for adults and students to develop positive
  relationships
• Ensure all students are greeted at the door of each classroom each morning
• Hire an Elder in Residence to interact with students through intentional invitations, open invitations, cultural activities and game/event interaction
• Schedule targeted and consistent mindfulness practices
• Support school clubs and events that bring adults and students together
• Partner with seniors in the community to form a club to build positive relationships
• Reduce staff stress by focusing on activities/strategies during staff meetings and
  appreciating staff in public and private ways
• Develop common understanding/language related to mental health and wellness with
  students, staff and parents
• Train all staff in Go-To-Educator
• Develop/evaluate consistent discipline procedures and expectations – define conflict
  versus bullying and teach skills to deal with both – implement school-wide Positive
  Behaviour Support (PBS) – utilize Zones of Regulation
• Schedule summative assessments to limit the number of tests per day or week
• Continue to develop Collaborative Responsive Model teams to ensure all staff are
  responsible for all students - build capacity with students and staff
• Provide training for staff including the Brain Architecture Game, Trauma Informed
  Practice, and Mental Health First Aid
• Plan for health classes to be focused on mental health, coping strategies/resilience and emotional intelligence;
• Ensure that daily physical activity classes are purposeful and engaging for all students - increase movement breaks
• Host a parent night with Dwayne Peace, a parent social media and wellness night, family games nights
• Continue with the APPLE Schools program focused on strategies to reduce stress,
  including physical activity, nutritional eating, and mental wellness (positive self-talk,
  coping strategies, etc.)
• Organize recess ambassadors/supervisors with specific inclusion/prosocial behaviour
  development goals
• Provide hot lunches for all students via the Nutrition Program
• Host Moral Intelligence/Character Education assemblies
• Schedule all students to participate in the Headstrong Summit keynote address
• Continue to use ‘Day Zero’ once per semester to fully cover a mental health topic for the whole school
• Use Successful Families, Successful Kids for universal supports - schedule nine classroom visits plus one PD Tuesday
• Weave Moral Intelligence into the school day through daily announcements, assemblies and celebrations
• Continue to build and use a Continuum of Supports to identify tier 1,2,3 and 4 wellness supports for students socially and emotionally
• Focus on a series of Executive Functioning (EF) Skills
• Provide teacher PD to develop knowledge and understanding of Indigenous holistic
  mental health
• Schedule Student Voice Meetings to seek student input and feedback

Targeted

• Use a therapy/wellness dog to interact with students
• Work with Big Brothers and Big Sisters to support mentorship opportunities for students
• Connect identified students with adults in the school to build relationships
• Support groups such as Salvaging Sisterhood, Girls Talk, the Ophelia Project, Kids Are Worth It, Roots of Empathy and RAISE Boys
• Support sessions by outside agencies such as Who Do You Tell, Healthy Relationships and Right Choices
• Focus on a growth mindset through PD, book study, and/or on-line courses for staff,
  students, and parents
• Schedule Social Literacy 25 and 35 courses for High School students
• Review and evaluate Pyramid of Interventions to ensure alignment with reality
• Continue with Community BUDDY groups
• Support a Wellness Room that provides an alternative space for all students and staff to use for small group or whole class lessons
• Implement the BOKS program (Build Our Kids Success) for students who require 15-20 minutes of gym exercise in the morning
• Organize Peace Patrol (in connection with Peace Officers) to provide Grade 4 students
  with the opportunity to be trained as ‘helpers’ for outdoor recesses
• Provide an open and safe environment to talk about the state of mental health, sexual identity and anxiety
• Support Military Family Resource Center (MFRC) programming that is run in conjunction with the Student Advocacy Counsellor
• Create / maintain a sensory room
• Increase teacher supervision during student and data identified ‘hot spots’
• Build ‘sense of belonging’ opportunities for at-risk youth
• Schedule every new student for a ‘Minute Meeting’ with the Student Advocacy
  Counsellor to collect data on how each student is doing

Individualized

• Arrange staff training in Nonviolent Crisis Intervention (NVCI)
• Create visual safety plans for identified students
• Provide art therapy for students
• Schedule Student Advocacy Counsellors to support individual students
• Enhance relationships with external agencies by having staff members attend
  interagency meetings.
• Enhance the Community Helpers program
• Schedule seminars for students as well as two retreat afternoons where they will be
  taught emotional regulation and interpersonal skills
• Improve referral process to outside agencies

Our Priority

Northern Lights Public Schools is committed to building a culture of numeracy, empowering
learners, teachers and leaders to collectively shift their practice, giving meaning to mathematics as they improve numeracy skills and understanding of all students. This priority was established by the board after extensive consultations with students, parents and staff.

Our Definition

Alberta Education defines numeracy as the ability, confidence and willingness to engage with quantitative and spatial information to make informed decisions in all aspects of daily living.

Our Evidence of Improvement

Northern Lights students will complete an annual numeracy benchmark assessment, in addition to the regular classroom assessments that occur. Results will be reviewed by schools each year. Additionally, Provincial Achievement Tests and Provincial Diploma Exams will be used to monitor student progress.

Our Actions

Our School Plans

As part of their improvement plans, each school in Northern Lights is implementing universal, targeted and individualized strategies to enhance support for students. These strategies align with divisional actions and are designed to meet the unique demographics and needs of each school.

Our Resources

Instructional Coaches, Student Support Team Leaders, Administrators, Teaching Staff,
Educational Assistants, Director of Teaching and Learning.

Our Results

With significant gaps caused by the COVID-19 pandemic, we consider any growth or academic improvement to be a positive step in the right direction and this is reflected in our goals set for the 2021-2022 school year.

Provincial Achievement Tests (Total Enrolled)

Provincial Diploma Exams

Students who complete a diploma exam course and have a school-awarded mark are eligible for an exemption from writing the Provincial Diploma Exam. Whether or not they are registered, if they choose not to write the diploma exam, they will be granted the exemption.

NLPS Math Assessment (Total Writing)

Examples of School-Based Actions

Universal (Whole School)

• Work with the Numeracy Learning Consultants to provide support and PD for all teachers – ensure ‘elbow to elbow’ opportunities
• Schedule one teacher meeting per month (PD Tuesday) to focus on numeracy across
  the curriculum – focus PLC groups on whole school numeracy
• Use literacy that supports learning numeracy in classrooms
• Develop common understanding/definition of numeracy – all staff across the curriculum areas participate
• Organize parent numeracy night/family numeracy night or math carnival/math Olympics – increase communication about numeracy through the school website, Facebook, Twitter, and newsletters - share Alberta Math Curriculum parent resources with parents/guardians
• Use the Accelerated Math Program
• Ensure teachers are aware of the curriculum and specifically the scaffolding required for each level of outcomes to be obtained by the students – build understanding of the ‘Front Matter’ of the math curriculum
• Ensure all teachers speak positively about numeracy/math
• Include daily focus on numeracy on classroom schedules
• Create numeracy-focused maker-spaces in the learning commons
• Use collaboration days with other schools to collaborate on numeracy planning and
  instruction
• Increase use of Messy Maths learning in each grade
• Send home monthly math portfolios for students in all grades
• Use Generative Dialogue to discuss with teachers about the instructional changes they have made in their classroom practice

Targeted (Classroom Math Instruction and Practice)

• Use PLC’s to unpack the Alberta math curriculum
• Analyze PAT results – focus on how students responded on specific questions and how to improve
• Organize and inventory math manipulatives, and enhance the use of manipulatives in
  math instruction
• Use and analyze the results of Grade 7 and 8 math common assessments
• Provide outcomes-based differentiated small group instruction
• Schedule math enrichment options for students
• Create more hands-on and real-life math connections
• Review all math strands throughout the year – create class or group problem solving
  opportunities that incorporate all math curriculum strands
• Use the Daily 3 math framework to teach math outcomes
• Focus on math vocabulary and related word walls
• Increase the amount of time spent on math instruction each week
• Provide direct instruction in areas such as budgeting, financial management,
  measurement, conversion, interpreting visual data and hours of work and pay
• Organize presenters to teach skills about numeracy, taxes, phone contracts, rent, credit cards, banks – bring in trades people and business people to stress the importance of numeracy understanding and skills
• Track students as they complete math assessments
• Use the CUBES strategy with word problems
• Provide opportunity for math teachers to collaborate and plan together
• Work with teachers to ensure that all are using the same terminology for math instruction
• Have staff answer the questions “In what specific areas do the students need more
  knowledge and skills?” How do we know?” “How do we help them with this?”
• Foster relationships at the teacher level with feeder schools in order to have specific
  discussions about math instruction and student progress
• Review formative assessment practices in grades 9-12
• Develop teacher driven processes for collecting, analyzing, and applying data from the classroom to drive instruction and assessment
• Develop differentiation goals/focus with each staff member
• Use Google Classroom to post math instruction videos or other supporting resources
• Work collaboratively with staff to identify and use high yield instructional strategies at the universal and targeted level
• Build a better understanding of mental math strategies and how and when to use them
• Arrange for peer observations and coaching for staff so they can learn from and build off the strengths of others
• Increase time allocated for guided practice of pen and paper calculations and develop
  strategies for estimation into curricular math courses

Individualized (Specialized Supports and Interventions)

• Provide K&E programming for identified students
• Build an understanding of the scope and sequence of math remediation plans
• Organize a homework room staffed with different math teachers to supervise and assist students
• Ensure teachers are aware of Maslow's hierarchy of needs and watch for students who need additional learning supports
• Conduct CRM meetings to support math instruction
• Arrange for lunchtime / after school / early morning tutorial opportunities
• Offer one-to-one and small group ‘burst’ lessons based on regular ongoing assessments

Student success and achievement is our primary focus and is dependent on positive working environments, access to needed supports, and trust in those who work with students on a regular basis. To ensure the success of our students, we need to plan and assess how our students are doing compared to the province, and also from year to year. As we move forward, we will work to ensure these needs are met through a variety of strategies and assess our progress from year to year using various tools that reflect not only academic achievement but also social, mental health and wellness, and general life-skills.

Avenues for Development

Academic Achievement Grades K-9

• Use literacy, numeracy, technology, classroom management and early learning
  coaching series to provide a focus to the instructional coaching process.
• Improve and enhance the quality of literacy and numeracy instruction, and enhance
  the use of digital learning tools and skills to improve learning opportunities for students by having Learning Consultants use selected coaching series and/or responsive coaching to work with individual teachers or groups of teachers.
• Use the Collaborative Response Model, a school-wide structure that focuses on
  identifying and meeting individual needs of students.
• Support the use of literacy programs and tools such as the Daily 5 and Fountas & Pinnell benchmark assessments and incorporate them into professional development and collaborative opportunities for teachers.
• Continue to offer full-time programming for Kindergarten students in all elementary
  schools in order to ensure a solid foundation for learners. Certificated teachers provide the required program of studies with support staff offering additional programming. A variety of tools and assessments such as the Early Years Evaluation (EYE) help to ensure quality and individualized programming.
• Use a Generative Dialogue process for the Central Office Leadership Team (COLT) to
  connect monthly with school administration and discuss planning, pedagogy and
  assessments in a focused and intentional manner. In the same way, embed collaborative time at the school level for discussion on topics related to student learning and achievement. This process increases focus on instructional leadership for administrators and teaching and learning for teachers.
• Increase use of digital assistive technologies to support struggling learners.
• Use Student Support Team (SST) leaders to facilitate collaborative meetings focused on student well-being and learning. Team members include personnel such as
  administrators, teachers, occupational therapists, speech language pathologists and
  other outside agencies as required.
• Continue the division’s vigorous Beginning Teacher Induction program for all teachers
  new to the division, and expand the support provided to new educational assistants.
• Use common curricular assessments to ensure reliable summative processes and to
  increase focus on curricular outcomes and expectations. These assessments were
  developed by cohorts of subject-alike teachers for core courses in Grades 7, 8 and 9.

Academic Achievement in Grades 10-12

• Provide Knowledge & Employability programming for high school students where
  appropriate.
• Continue to develop and encourage students to participate in dual credit programming – providing advanced standing with post-secondary institutions or industry standard certification.
• Enhance and improve non-traditional programming options for high school students.
  Examples of these current options are the Hockey Skills program and opportunities
  provided to students by post-secondary partners.

Student Involvement, Personal Development, and Life Skills

• Enhance the Student Voice and Leadership program. This includes student voice to the school, student voice to the Board and student voice to the Provincial Government.
• Use character/moral education programs at school sites to ensure appropriate supports and educational opportunities are in place for students.
• Ensure students are well positioned to either continue formal education programs
  (post-secondary) or enter the workforce by offering academic and career counselling
  programs.
• Employ Student Advocacy Counsellors (SAC) at all schools to provide supports for
  students. Through grant funding, a Manager of SAC’s and Community Supports provides direction and guidance to these counsellors.
• Continue to support lunch/snack/breakfast programs at the division’s schools. Northern Lights Public Schools is supporting a number of full-school nutrition programs to ensure students are prepared to learn at school.
• Continue to offer robust ‘beyond the classroom’ learning opportunities for students to
  teach them attitudes and behaviours that lead to future success in the workforce. These include work experience, Registered Apprenticeship Program (RAP), culinary
  opportunities, Mobile Mechanics, Mobile Trades Lab, Hockey Skills, etc.
• Continue to provide addiction and mental health promotion and prevention to students and families through Success/Wellness Coaches hired using grant funding from the Mental Health Capacity Building initiative.

Measures

• Percentage of students who achieve acceptable and excellence standards on Grade 6
  and 9 Provincial Achievement Tests;
• Percentage of students who achieve acceptable and excellence standards on diploma
  examinations;
• Percentage of students writing four or more diploma examinations within three years of entering Grade 10; and
• Percentage of students who complete high school within five years of entering Grade 10.

Through multiple partnerships, a number of available supports and resources, and building
capacity in our staff and students, Northern Lights Public Schools is continually working to
increase the success of our Indigenous students. We believe it is crucial to work toward
understanding in our students, staff and community throughout the division to empower our students and set them up for success.

Avenues for Development

• Continue to develop key community partnerships and develop Education Service
  Agreements (ESA’s) with First Nations and partnerships with Métis Settlements.
• Continue to offer industry exposure opportunities for FNMI students.
• Ensure all students, including FNMI students, have equitable access to services as part of the Inclusive Education Model.
• Use the Innovation in First Nations Education Grant to ensure improved success of our First Nations students.
• Continue to provide full-time programming for Kindergarten to all students, including
  FNMI students, to enhance early learning opportunities.
• Engage Learning Consultants to work with individual teachers or groups of teachers to improve and enhance the quality of literacy and numeracy instruction.
• Provide school-level supports for the Collaborative Response Model, a school-wide
  structure that focuses on inclusion and ensures a collaborative response to identify and meet the individual needs of FNMI students.
• Support the use of literacy programs and tools such as the Daily 5 and Fountas & Pinnell benchmark assessments and incorporate them into professional development and collaborative opportunities for teachers.
• Provide resources such as Literacy Seed Kits for all schools to increase the visibility of FNMI culture to students.
• Place academic counsellors in all high schools and develop a model to support FNMI
  students from grades 9 to 12.
• Use a Generative Dialogue process for the Central Office Leadership Team (COLT) to
  connect monthly with school administration and discuss planning, pedagogy and
  assessments in a focused and intentional manner. In the same way, embed collaborative time at the school level for discussion on topics related to student learning and achievement. This process includes an increased focus on teaching and learning. These conversations include FNMI-related topics.
• Student Support Teams (SST) include educators as learning coaches to assist staff in
  implementing a variety of strategies to ensure success for all students, including FNMI students.
• Support the development and implementation of transition programs to assist FNMI
  students as they transition from school to school.

Measures

• Percentage of self-identified First Nations, Métis, and Inuit students who achieve
  acceptable and excellence standards on Grade 6 and 9 Provincial Achievement Tests;
• Percentage of self-identified First Nations, Métis, and Inuit students who achieve
  acceptable and excellence standards on diploma examinations;
• Percentage of self-identified First Nations, Métis, and Inuit students writing four or more diploma examinations within five years of entering Grade 10; and
• Percentage of self-identified First Nations, Métis, and Inuit students who complete high school within five years of entering grade 10.

Through the ongoing development of our teachers, support staff, and division leaders we reflect our belief of life-long learning for students and ensure we have well-developed staff to lead our students in the classroom, and as they move forward through to graduation.

Avenues for Development

• Partner with Jigsaw Learning to provide an online Educational Assistant course, allowing participants to further their knowledge of supporting inclusive practices.
• Continue to share the Mobile Trades Lab with different schools to provide additional
  learning opportunities.
• Continue to offer authentic and industry-standard programming at the Trades Exposure Centre, which provides service rig training and scaffolding training.
• Continue to emphasize music programming in the division.
• Continue to pursue partnerships with industry and agencies to provide additional
  programming for students. Examples are the FNMI Trades Carnival, Youth Achievement Program, and the STEAM Challenge.
• Continue to support opportunities for administrators and teachers to pursue their Masters in Education degrees through a cohort model.
• Create opportunities for division-wide and cross-division collaboration for Career and
  Technology (CTS) teachers. Partnerships with post-secondary institutions help to increase the skill sets of CTS teachers to enhance and broaden programming opportunities for students.
• Continue to support and promote French Immersion Programming in one of our
  communities.

Measures

• Percentage of teachers and school board members who agree that teachers are
  prepared for teaching;
• Percentage of students and parents who agree that students are engaged in their
  learning at school;
• Percentage of students, parents, and teachers who agree that students feel like they
  belong and are supported to be successful in their learning;
• Percentage of students, parents, teachers, school board members, and the public who are satisfied with the opportunity of students to receive a solid grounding in core
  subjects; and
• Percentage of students, parents, teachers and school board members who are satisfied with the opportunity of students to receive a broad program of studies.

The Board of Trustees and division office administration strive to be responsive to stakeholders. Multiple opportunities are provided to consult, collaborate and, where possible, allow for decision-making opportunities to be available to stakeholders.

Avenues for Development

• Actively support School Councils in all schools.
• Continue to support extensive community engagement and strategic planning to
  develop improvement priorities for the division to pursue.
• Support the use of redesigned templates for school-based education plans that better
  correspond with new division priorities. This includes more specificity around goals and an increased expectation to gather evidence that indicates success of the plans.
• Continue to offer an opportunity for school principals to meet and explain their school
  plans with each other and with members of the Board of Trustees in a large group setting.
• Use a Generative Dialogue process for the Central Office Leadership Team (COLT) to
  connect monthly with school administration and discuss planning, pedagogy and
  assessments in a focused and intentional manner. In the same way, embed collaborative time at the school level for discussion on topics related to student learning and achievement. This process increases focus on instructional leadership for administrators and teaching and learning for teachers.
• An extensive consultation process was enacted to reconfigure the grade configuration
  of Cold Lake schools. Options presented to stakeholders were determined by a steering committee made up of parent representatives from each school.

Measures

• Percentage of students, parents, teachers, and school board members who are satisfied that school provides a safe, caring, and healthy learning environment;
• Percentage of students, parents, teachers, school board members, and the public who are satisfied with the quality of K-12 education;
• Percentage of students, parents, teachers, and school board members who are satisfied that the learning space in schools meets the needs of students;
• Percentage of businesses and industries who are satisfied with the education attainment of recent high school graduates; and
• Percentage of parents, teachers, and the public who are satisfied that students
  demonstrate attitudes, skills, knowledge, and behaviours to be successful when they
  finish school.