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Rose Valley Elementary
"Respect & Value Everyone"
Our Inquiry Process

 

Scanning

The Rose Valley School Community has experienced significant change in recent years. What was once a large school (600 plus students), became a small school (300 students), before it started to grow once again. Rose Valley is currently a Kindergarten to Grade 5 school with approximately 325 students.  Engaging in the Spiral of Inquiry process for school improvement continues to positively influence growth in our new learning community.

Rose Valley Elementary School: 2017-2018 Inquiry to determine school goals

In 2017-2018 we began a journey to gather information to inform future direction. Our learning community, including  students, parents and staff,  and asked essential guiding questions: 

Who are we?  Who are our learners?  Can we articulate what we are learning and what kind of learners we are?  Are we able to name the next steps in our learning? Are we able to trust one another and work collaboratively to build a supportive community that in turn supports each student and believes in their success?

The Rose Valley Elementary School learning community collaboratively engage in a continuous process of inquiry and learning to narrow focus and determine how to best meet student learning needs.  Our approach to determining support is responsive to student needs. Our model requires inquiry into what is happening for learners now and, in turn, informs our direction. Specifically, the guiding question is asked, " What is going on for our Learners?" As a result, RVE directs resources and support to achieve two specific goals:

  1. Improve reading readiness amongst primary students
  2. Improve literacy skills, specifically communication, amongst intermediate students

See "Our Learning Plan" for information about how these goals are supported. Upon re scanning available data sources and reflecting on our approach to supporting vulnerable learners, we resolved to provide similar supports to Tier Two and Three students, or those requiring direct support consistent with the plan structured in their Inclusive Education Plans and for unidentified students who the School Based Team determines require additional supports. Data sources scanned include:

- Individual Teacher Assessments, Early Learning Profile Data, PM Benchmark Levels, School Wide Write Assessments, Whole Class Reading Assessments, Class Profile Meeting anecdotal notes and observations, and more in depth assessments conducted by the Learning Assistants Teacher -

Taking Action 

To take actions around the school literacy goals, the School Based Team engaged staff and parents in determining next steps in student learning. A number of strategies and structures support:

1. Learning Improvement Fund (LIF) supports Morning Reading Club with school staff

2. Parent volunteers staff the school One to One Reading program and read with Grade 1-2 students daily

3. Learning Assistance targets supports for Literacy

4. Where available, school funds and additional support are dedicated to providing Literacy Support

5. Staff Collaborative Time is leverages to allow learning and planning for high quality Literacy Programs 

Rose Valley Elementary School: 2017-2018 Inquiry to determine learning community Vision and Values

Across our community, initial scanning revealed a common commitment to inquiry as our way of and learning together. In September 2017 RVE Staff engaged the community in an Appreciative Inquiry process that gathered input and feedback from students, staff, parents, and community partners. The community was scanned for information to the following questions:

1. What are some of the best things about RVE?  What makes RVE special?

2. What values do you associate with RVE?  How can we grow these values?

The results of our Appreciate Inquiry work, or Community Scan, was significant feedback around what our learning community values. Staff then used this information to build and refine RVE's guiding vision, core values and learning intentions.

RVE Vision: A collaborative learning community. We all belong, have purpose, and strive to be contributing global citizens.

RVE Values: Respect, Responsibility, Kindness, Community

Information gathered from our Communtiy Scan conncets to our learning community intentions.  Specifically, we are excited about learning, we are inspired by nature and love where we learn, we make an effort to leverage the environment around our school to enhance learning, we believe that RVE students should be immersed in meaningful and deep learning opportunities inspired by First Peoples Principles of Learning, and we believe we have a responsibility to serve others and our community. In response to our Scan, we intend to continue to develop our collaborative and innovative work around place based learning; learning on and from the land that is infused with First Peoples Principles, mulit-age, inherently collaborative, and inquiry driven. We will also continue to support structures and strategies that promote and improve literacy skills amongst all students.

How does a Digital Growth Portfolio impact student learning? What evidence of learning should be shared? How often? How do we involve student voice and self-assessment? How do we show growth over time?

Community input and feedback was gathered anecdotally, in the form of surveys, parent meetings, and through student and staff inquiry meetings. Hunches were developed as we narrowed our Focus. The following Actions were taken and are currently living processes at RVE:

1. Common, key, Grade level assessments at each Grade level

2. All classes leverage technology in the form of Electronic Portfolios to communicate student learning, specifically growth over time, and next steps in learning

3. Learning Growth Summaries specific to Rose Valley use growth and strength based language to communicate student learning

Rose Valley school has engaged district instructional leaders as partners, as well as critical friends from the field, parents and students to collaboratively build Outdoor Play and Learning standards of practice for our school. Inquiry questions continue to guide teaching and learning as we leverage the abundance of the natural space and opportunity at our fingertips. School staff have been actively engaged in a cyclical process of design for years:

1. Central Okanagan Public School Instructional Leadership Team

2. OPAL (Outdoor Play and Learning) School and Portland Children's Museum - six staff members have been involved in school visits and on site professional development

3. Gillian Judson - Co-Director of Imaginative Education Research Group, Simon Fraser University Lecturer - has provided on site professional learning

Please refer to the Forest Friends and Stewards of the Rose Valley Forest documents.

Rose Valley Elementary School: 2018-2019 Inquiry regarding Personal and Social Core Competencies

In the spring of 2019 the Rose Valley staff engaged in Inquiry specific to Personal and Social Core Competencies. The social emotional needs of our learners were the focus for our Inquiry. We leveraged and scanned several data sources and recognized a need to continue the Spirals process in the Fall in order to develop hunches around how to support students with Self-Regulation and Anxiety. Data suggests that both are increasing amongst RVE students. Data sources scanned include:

- Middle Development Years Index (analyzed the last three years), Student Surveys, Office Referral Data, Class Profile Meeting anecdotal notes and observations, and School Based Team Meeting notes and observations-

In Celebration, the same data sources indicated that students report a sense of belonging, feeling cared for, and a connection to school and community, including adults who care and believe they will be successful.

Focusing

Across our community initial scanning revealed a common commitment to inquiry as our way of and learning together. In September 2017 RVE Staff engaged the community in an Appreciative Inquiry process that gathered input and feedback from students, staff, parents, and community partners. The community was scanned for information to the following questions:

1. What are some of the best things about RVE?  What makes RVE special?

2. What values do you associate with RVE?  How can we grow these values?

The results of our Appreciate Inquiry work, or Community Scan, was significant feedback around what our Learning Community values. Staff then used this information to build and refine RVE's guiding vision, core values, learning intentions, and school goals.

RVE Vision: A collaborative learning community. We all belong, have purpose, and strive to be contributing global citizens.

RVE Values: Respect, Responsibility, Kindness, Community

Information gathered from our Communtiy Scan conncets to our learning community intnetions.  Specifically, we are excited about learning, we are inspired by nature and love where we learn, we make an effort to leverage the environment around our school to enhance learning, we believe that RVE students should be immersed in meaningful and deep learning opportunities inspired by First Peoples Principles of Learning, and we believe we have a responsibility to serve others and our community. In response to our Scan, we intend to continue to develop our collaborative and innovative work around place based learning; learning on and from the land that is infused with First Peoples Principles, mulit-age, inherently collaborative, and inquiry driven. We will also continue to support structures and strategies that promote and improve literacy skills amongst all students.