Feb 11, 2015 - a packed house. It was a full day of ... The âBecause I Am A Girlâ club at South Colchester. Academy
Bringing life to learning. SCHOOL
What’s Up? `` February 14 Valentine's Day `` February 16 Nova Scotia Heritage Day `` February 25 Pink Shirt Day
Superintendent’s Monthly Report to the Board. February is African Heritage Month! For more information about African Heritage Month, visit African Nova Scotian Affairs website: https://ansa.novascotia.ca
`` February 4 Committee-of-the-Whole Meeting `` February 11 Public School Board Meeting
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February 11, 2015
Happy African Heritage Month 2015! African Heritage Month is a time to celebrate, reflect and recognize the rich histories, diversity of heritage and multitudes of valuable contributions given to us by the generations of people of African descent. The United Nations Educational, Scientific and Cultural Organization has declared 2015-2025 to be the “International Decade for People of African Descent: Justice, Recognition, Development.” How appropriate, then, that the provincial theme for African Heritage Month 2015 is “Social Justice: Roots of Progress.” This theme is brought to life for us in the powerful example of Viola Desmond. Ms. Desmond was an African-Nova Scotian business woman who, in 1946, challenged racial segregation by refusing to leave a whites-only area of the Roseland Theatre in New Glasgow. She was unjustly convicted and jailed for a minor tax violation used to enforce segregation. Her case went on to be one of the most publicized incidents of racial discrimination in Canadian history, and demonstrated the passionate level of resistance to segregation in Nova Scotia. After 79 years, Ms. Desmond’s efforts are being recognized. On February 16, the Province of Nova Scotia and all Nova Scotians – will honour her amazing courage, and pay tribute to her advocacy for social change via our province’s new statutory holiday, Heritage Day. What Viola Desmond did that day, in that theatre in New Glasgow, has reverberated through generations. The change she triggered has affected the present and will continue to help guide us into the future. CCRSB remains committed to celebrating African Heritage in our schools as well as integrating African histories, culture and contributions throughout the entire school year. In doing so, we foster a better understanding of our collective experiences and cultures, sowing the seeds for mutual respect and strengthening us as a community. Our school board strives to create an environment that enables our students to become global citizens; knowledgeable, accepting and respectful of the many cultures within our schools and local communities. African Heritage Month is one such opportunity. SCHOOL I encourage all CCRSB students and staff, our parents, guardians and community members to take time this month to explore African heritage and the contributions of African-Nova Scotians to our collective history and our future.
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Nova Scotia's Action Plan for Education 2015 The 3Rs: Renew, Refocus, Rebuild
Nova Scotia's Action Plan for Education 2015
The 3 Rs: Renew Refocus Rebuild
On January 29, 2015, Education Minister Karen Casey released Nova Scotia's Action Plan for Education 2015 - The 3Rs: Renew, Refocus, Rebuild. She began the plan with the following message,
"It is time. Time for action to build a better school system and a brighter future for Nova Scotia's students, teachers administrators and parents." She also wrote, "In the simplest terms, we want to ensure that our students do better, especially in math and literacy, and that they are better prepared to lead productive lives in our changing world. The readiness of students to enter school and their readiness to graduate into a world of employment or post-secondary education are critical."
The Action Plan is built on four pillars:
Some fast facts about the Action Plan include:
1. A modern education system
1. 102 actions spanning from 2015 - 2020
2. An innovative curriculum
2. 21 actions will be in place for September 2015
3. Inclusive school environments
3. 62 more actions will begin during 2015
4. Excellence in teaching and leadership
4. There are several issues that will need to be resolved through cooperation or negotiation with the Nova Scotia Teachers Union (NSTU). 5. There will be yearly updates on implementation progress. The Action Plan can be downloaded on the CCRSB website, under Special Projects. The Minister's Action Plan is comprehensive and far reaching. CCRSB looks forward to working with the Department moving forward, and to be part of this exciting and ambitious new vision for education in Nova Scotia.
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SCHOOL NEWS
What's happening in Cobequid Family?
Truro Junior High School is in its third year of Restorative Approach implementation and increasing numbers of classroom teachers are sharing their experiences of circle practices with their colleagues. The response of the teachers and students to the introduction of restorative practices in the classroom is very positive. Research gives evidence that learning about how to have healthy relationships, in the classroom, enhances student engagement and learning. One application of this kind of learning is the use of a circle which creates greater equality, peer-respect and engagement.
Chiganois Elementary School students in Mrs. Davidson’s and Miss Blaikie’s Grade 1 class helped their entire school to better understand the virtue of Perseverance at their monthly assembly. Many students from the Grade 1 class shared an example of what they have had to do to persevere lately. All Chiganois Elementary students learned, “If at first you don’t succeed, try, try again! Don’t give up.”
Bible Hill East Court Road School Grade 4 students recently worked with the Recreation Department from the Village of Bible Hill and the landscape architect from Viridis Design Studio Ltd. to develop ideas for the new natural playground which will be installed at the Recreation Park this spring. The new playground will be accessible and inclusive for all children in Bible Hill and the surrounding area. The students were very excited to be part of this phase of the playground’s development. Tina Beers, Landscape Architect, talked with the groups of students about their creative ideas. The students are eager to see some of their ideas used for their new community playground!
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Spotlight on
CSI
Continuous School Improvement
Thorburn Consolidated School The staff members at Thorburn Consolidated School are a dedicated community that comes together as a team to provide the best learning tools for their students. Two years ago, three Continuous School Improvement (CSI) goals were put in place to improve student learning;
it’s a school-wide group or a small group this is an excellent staff to collaborate and work together.” To accomplish their three goals, Thorburn used in-class strategies to enhance student learning. The Primary to Grade 3 goal focused on strategies related to the use of language and reading.This was implemented through regular meetings where best practices were shared, as well as meetings with literacy mentor Kim Bain. The Grade 4 to 6 goal focused on improving analysis in both Mathematics and English Language Arts.
• Grade P-3 Goal: To have 80% of our grade 3 students meet expectations for language use on Reading and Writing 3 by January 2015. • Grade 4-6 Goal: To increase by 5% the number of students achieving at or above grade level on the Grade 6 Provincial Reading and Writing and Math assessments in the area of Analysis by January 2015.
The school climate goal, focusing on cultural proficiency, was addressed through school-based events. Staff decided early on in the year that the anti-bullying message should carry on through the year. As a result, monthly in class discussions happen to keep the issue top of mind and active. Students and staff participate by wearing pink and discus the issue of bullying in their classrooms.
• School Climate Goal: To increase to 85% the racial equity and cultural proficiency awareness of all students, staff, and parents on the Continuous School Improvement survey by June 2015. The CSI team at Thorburn Consolidated is made up of fthe principal, Stephen Barker; a Grade Primary to 3 team, represented by Grade 3 teacher Mary Webber-Cook; a Grade 4-6 team, represented by vice-principal, Lloyd Smith; and a school climate team, represented by middle school teacher Dawn Chapman. Even though each Professional Learning Community team had a representative, every staff member in the school was involved in the process.
The entire staff at Thorburn Consolidated also participated in phase one and two of Positive Space training, a professional learning sessions that equipped staff with tools to start discussions about issues such as biases, stereotypes, prejudices, language and family make-up in their classrooms. “We are a school community that is responsive to our students' needs,” said Webber-Cook. “Whatever we identify as what our students need, as a staff we will do whatever we can to respond to them.”
“With the CSI program every staff member is looking at the data, they're setting up the strategies, they are looking at the goals and as a result they are working really hard on it on a day-to-day basis to help kids,” said Barker. “If it’s through academic goals or through our climate goal we take a great deal of ownership in what we are doing.”
The CSI Team at Thorburn is wrapping up this current process, analyzing the data to determine if their student learning and SEL goals have been met. Those results will play a key role in determining where to focus their efforts for the next CSI process. One thing is for certain, though: the staff at Thorburn Consolidated truly understand what “team” means, and the next process will only help to strengthen their bond.
Whether they are discussing their next step or creating goals for their students, the staff at Thornburn do it as a team. “We looked at where we were for our bench mark and decided as a team what we have to analyze and work on to move forward,” said Smith. “Collaboration is where it’s at. Whether 4
SCHOOL NEWS
What's happening in Chignecto Family? On January 20th, the Dance 11 classes at Amherst Regional High School presented “Rock of 80s” to a packed house. It was a full day of performances for Mrs. Michelle Stubbert's students: three shows for other Chignecto Family schools, their ARHS peers and a final show for the general public! Costumes, the high caliber of skilled dancing and singing, and the upbeat energy with which the students performed captured each audience's attention and kept it through to the end. Congratulations to Mrs. Stubbert and her students/volunteers for producing such a quality evening of entertainment. You never disappoint!
The Peer Mediators from Junction Road Elementary and West End Memorial recently had a special opportunity to develop their leadership skills (LEADers training) with Cst. Travise Dow and the Springhill High School Junior Lead Team at the Dr. Carson & Marion Murray Community Centre. The Peer Mediator LEADers brought back important leadership skills to support their fellow students both on and off the school grounds! Student leadership is an important step in encouraging positive school climate.
What's Happening in Nova Family? Every morning, before instructional time begins, students at Brookfield Elementary spend about 20 minutes reading, with many of the older students taking time to read with their younger Reading Buddies. The students look forward to this reading time as it gives them an opportunity to get to know and help each other. In all, about 25 older students read with 25 younger students each morning!
Presented with the question, “How can you represent the culture of a country at a World Cultures fair?” Grade 6 students at Cyrus Eaton Elementary undertook team projects, culminating in a fair in the gym on January 16th. As students from Primary to Grade 5, as well as community members, entered each country, Grade 6 students stamped their passports and then lead them through an interactive presentation featuring language, music, dance, art, sports, and games. Well done Grade 6!
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What is selfidentification?
The “Because I Am A Girl” club at South Colchester Academy only started last May, but is already welcoming roughly 24 members. Started by student Marika Schenkels, club members meet bi-weekly and learn about the treatment of women and girls in other parts of Canada and across the world, many of whom still deal with rampant inequality. Club members have been getting the word out with hopes of doing some fundraising for the national initiative. They recently raised $400 that will go directly to fund underprivileged girls around the world, and did some fundraising for the Christmas Index Program. The club members are hoping to find a local sponsor so they can sell hot chocolate as a fundraiser this winter, and they have a ‘wedding dress tea party extravaganza' in the works for Mother's Day.
Self-identification is an easy process. During school registration, students, their parents or guardians, identify their ancestry and/or Aboriginal identity on the student registration form. The form allows a person to choose more than one and you can do it via PowerSchool.
Why is self-identification important? Self-identification is important to our school system and our students. It is essential to know who our students are and the diversity of the communities that we serve. As a school board, it helps us to understand how our demographics are changing and how best to support our students and schools with resources and personnel. The goal is to make sure that the right resources are in the right places, to support the achievement of all students. Self-identification helps us to monitor and support student success, as well as determine when additional support may be needed.
Each year, Nova Scotians generate 37, 000 tonnes of recyclable textiles. Only 7000 tonnes (19%) of our recyclable textiles are actually being reused or recycled. During the month of January, students and staff from Hants North Rural High and Kennetcook District Elementary were encouraged to clean out their closets and bring gently used items of clothing to school. During the last week of January, interested students were able to ‘shop’ for new-to-them items for themselves or their family. Left-over clothing was donated to a local charity. Charities can use the money generated from the sale of unwanted textiles to fund social programs and research. When textiles are put in the garbage, charities lose a valuable funding opportunity to support their work in our communities. Let’s help our community and our environment!
Who benefits from selfidentification? The whole school community benefits from selfidentification because it allows the true diversity in our schools to be recognized and celebrated. At CCRSB we believe all people deserve to be able to share and take pride in their ancestry and/or Aboriginal background, in the context of a respectful, socially-just and inclusive school community. Additionally, those who self-identify may have access to supports, services and financial assistance from organizations and programs, for involvement in community and school-based activities and attendance at postsecondary institutions.
Questions? If you have questions about self-identification, contact Jocelyn Dorrington, Coordinator of African-Nova Scotian Cultural Services at 902-897-8991 or Patsy Paul-Martin, Coordinator of First Nations Cultural Services at 902-897-8996.
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African Nova Scotian Student Support Workers at CCRSB African Nova Scotian (ANS) student support workers are important contributors in the CCRSB community. They are passionate, encouraging, and dedicated men and women who positively influence students on a daily basis.
to fully explain why things matter to them, I can help them use their words and their voice to speak for themselves, to help others understand why things matter to them in a way that brings about change that is beneficial to them and others.
Glenda Jones, who works at New Glasgow Academy, and Tracey Dorrington-Skinner, who works at Truro Junior High, are two African Nova Scotian support workers that make a difference for students everyday in their schools.
African Heritage Month 2015’s theme “Social Justice – The Roots of Progress” represents the motivation for current and future generations to continue the pursuit of justice. “African Heritage Month is important because it is our history,” said Jones. “One should never forget their past. Our history reminds us of where we came from, how we got here and where we are headed. We don’t want to repeat the past and go through the struggle again. It was our fore fathers that paved the way for African Nova Scotian descent through their many contributions and legacies. History gets lost but we, the people of African Nova Scotian descent, live on through the celebration of African Heritage Month.” ANS student support workers are advocates for understanding African Nova Scotian youth and play an integral role in the implementation of CCRSB’s Social Justice Framework. Our ANS student support workers bring a diversity of culture, education, perspective and experience to CCRSB schools that benefit the entire school community.
Glenda Jones, African-Nova Scotian student support worker, New Glasgow Academy.
My favorite part of the job is seeing the students succeed,” said Dorrington-Skinner. “It feels great to see a child feel confident about themselves and feel a sense of belonging. I love seeing those “ah-ha” moments and seeing the pride they exude from their success, they wear it like a badge of honor."
“My job is important because I offer services that focus on the child from an Africentric approach,” said Jones. “The students who are dealing with academic and social problems, I encourage and support them to make the right decisions so that they gain confidence and become selfadvocators ensuring a successful academic path.” Like each of CCRSB’s eight ANS student support workers, Glenda and Tracey play a role in their schools that cannot be replaced. “For some students the student support worker helps them organize their schedule and work, ensuring an easy transition to class,” said Jocelyn Dorrington, the coordinator of African Nova Scotian Cultural Services. “For other students, the student support workers will be there to assist them in seeking out some resources on African heritage and culture to enhance their curriculum work.” ANS student support workers also help students to develop organization and study skills. They ensure students learn about relevant materials that will reflect the cultures of the class and mediate restorative circles with students, teachers, and administration. Student support workers also act as liaisons between the school and community to increase communication. “Many children of African ancestry need someone to turn to who understands their issues and the experiences that affect them,” said Dorrington-Skinner. “Not having the voice
Tracey Dorrington-Skinner, African Nova Scotian student support worker, Truro Junior High School. 7
Confidence, pride and a bright future: Early Literacy in CCRSB
CCRSB’s Comprehensive - Early Literacy staff members know that literacy changes lives. For many of our youngest learners, access to targeted supports in literacy – reading, writing, oral language development and word study – in early elementary opens up doors for upper-level schooling and, eventually, employment. “A fundamental goal for our board is for all students to learn to read in order to support their continued success in school. Research tells us that reading is the best predictor we have for determining graduation from high school. It also tells us that children who do not read well by the end of Grade 3 are at risk of dropping out of school or failing to graduate,” said Jacqui MacIntosh, CCRSB’s Acting Coordinator of Literacy and Programs. “With this understanding, CCRSB has identified early literacy as a priority and resources have been allocated to all CCRSB schools to support teachers in ensuring that all children become literate.” In 2014, the Department of Education and Early Childhood Development (DEECD) introduced the Comprehensive - Early Literacy Framework and, through the Framework, brought back the Reading Recovery® program. Reading Recovery® is an approach to early literacy that focuses on one-on-one instruction for Grade One students who are the lowest-achieving, and helps these children become competent readers and writers. CCRSB is home to eight Reading Recovery® sites, providing individualized support to 32 children.
“Early Literacy has been a focus of CCRSB’s elected board, of our entire system, for many years,” said Scott Milner, Director of Education Services. “The addition of Reading Recovery® to our already robust early literacy program will allow us, as a system, to reach even more students that need additional support.” 8
Elementary schools across CCRSB welcome Comprehensive - Early Literacy Support (ELS) teachers as members of their staff. The ELS team, consisting of ELS leads, administration, an ELS teacher, Reading Recovery® teacher, classroom teachers, and Program Support staff, work together to make sure that those students who need help are identified as soon as possible. As a team, all educators respond to the individual student’s needs. Nicole MacNeil is a Grade Primary teacher at Bible Hill Central Elementary. “Responsive instruction is one way we meet the needs of our children. Through observation and product, we see where the children are; then…we can pull small groups together with similar needs to work on reading and writing.”
Grade Primary teacher Nicole MacNeil and students.
So far this year, over 850 elementary students across CCRSB have accessed Early Literacy Support which is broken into two intervention levels: BOOST and Developing Learners. BOOST is a four-week intervention for those students who need just a little extra help – a boost – to reach the literacy level for their grade. Developing Learners is intended for students at the earliest stages of their literacy development and lasts 12 weeks. Students participating in Developing Learners require support to be brought to the expected reading level, within their grade, by the end of the 12 weeks. Success in ELS, says MacIntosh, isn’t only about achieving grade level expectations for each student. Success is measured by individual student progress and growth. “Although the goal of Early Literacy Support is to support each student in meeting grade level expectations, we also recognize the importance of honoring students’ individual growth in reading and writing. Therefore ELS measures both individual growth and the achievement of grade level literacy expectations.” Early literacy success comes from hard work on the part of the student and the teachers involved. Teachers in CCRSB improve their classroom practice through ongoing professional learning, Professional Learning Circles and mentorship. Professional learning helps teachers within CCRSB stay abreast of best practices in instruction. To celebrate the wealth of quality practitioners in CCRSB, the Literacy and Programs Team has provided video clips through CCRSBOnline, which features CCRSB teachers and students working together to achieve curriculum outcomes in a variety of classroom environments. MacNeil considers herself – and her students – incredibly lucky to have Shawn Lynds, a trained Literacy Mentor and Grade 1 teacher, at Bible Hill Central. “I have worked with Shawn since the start of the year. She has visited my classroom and given me ideas and suggestions for learning zones and guided reading. We also have plans for her to visit and model some different guided reading strategies for me. Having Shawn in the same school is huge. She is always willing to share or give me a different way to approach an activity that I was planning- it’s wonderful!” Literacy changes lives. It’s the motto of CCRSB’s Literacy and Programs Team, and one that will continue to serve our elementary students as we explore new ways to educate and empower our youngest learners.
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SCHOOL NEWS What's happening in Celtic Family?
Middle school students from across the Celtic Family recently gathered at Dr. Thomas McCulloch Junior High for the annual Celtic Family-Henderson Paris United Nations Seminar. This year is the first time the Seminar has been hosted at Dr. McCulloch; it moves from school to school each year with the goal to promote awareness of discrimination as well as to bring the students together to share ideas about how it can be done. During the afternoon session, the students in attendance heard from guest speakers, and took part in an activity asking how to promote and support equality in schools and communities, sharing their groups’ thoughts out loud at the end. A video was also shown and the signing of a declaration finished off the day. Students at Dr. WA MacLeod Consolidated recently participated in "Comfy Day" in support of the Pictou County Fuel Fund. For a donation of $1 or $2, students were permitted to wear their comfy clothes throughout the day and their efforts raised $405.70. The activity was spearheaded by the school's Leadership Group. Well done students!
The Grade Primary class at Trenton Elementary recently presented a drumming song to the school during an interactive presentation. As a kick-off to African Heritage Month, each class participated in a workshop provided by Keith Mullins. The students and staff experienced drumming hands-on, while learning about the importance of drumming in the history of the African people.
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