Appendix 1
E V I D E N C E
Appendix 1 evidence includes:
2006-2011
Performance Standards Cube Data,
FSA
data,
School-Wide-Write
data, and Reading data by gender.
Benchmarks/
English – primary grades
GB Plus
May 2011. French
Alberta
Diagnostic – Intermediate English- Grade 4/5
Baseline
Creativity Assessment May 2011
School
Wide Write May 2011
Qualitative
data from staff and parents
Qualitative Data from Staff
What was the best thing about the Creativity goal this year?
1)
Instead of me
being creative, I had to think about how I could let the students be creative.
2)
It gave me freedom
to think beyond the traditional classroom and get away from pencil and paper so
much. The looks on the students’ faces when they get to be creative instead of
just “do”.
3)
I liked being able to plan together.
4)
I like that students learned that creativity is
important for the future and that it
could be learned. We moved closer as a school to 21st century learning.
5)
It helped me to identify and reflect and continue to promote
creativity in my practice and in my
children.
6)
It was a great opportunity to think differently although I found it
personally challenging. It was novel
and interesting.
If you could do the year over, what would you suggest we do differently
to improve creativity skills in our students?
1)
Discuss vocabulary
with students early in the year so they can use it and better recognize when they are being creative.
2)
We should talk more about what creativity is and why it’s important.
3)
Have a creativity
team.
4)
Promote a school-wide
common language.
5)
Explicit teaching on the goal.
6)
Involve the students in how to teach and
evaluate creativity
7)
Have more student
involvement.
8)
Have more cross
staff involvement.
Student
Creativity Survey Results
Primary
I have lots of ideas to share – increased 1.5%
I share my ideas with others – increased 2.5%
I notice things that are different – increased
6%
I enjoy trying new things – increased .5%
I keep trying at things, even when not easy-
increased 3%
Intermediate
I generate many ideas when brainstorming –
increased 5.25%
I share my ideas with others – decreased 2%
I think of things in different ways to get new
ideas – increased 5.25%
I notice things that are different, or unusual
– increased 1%
I enjoy trying new things – decreased 1 %
I don’t give up easily – increased 3.25%
|
EMJS
Reading Data
|
|||
|
Sept
2010
|
June
2011
|
||
|
PM
/Benchmarks K-3 English
|
PM
Benchmarks K-3 English
|
||
|
Grade
|
Percentage Meeting or Exceeding
|
Grade
|
Percentage Meeting or Exceeding
|
|
K
|
NA
|
K
|
81%
|
|
1
|
52%
|
1
|
94%
|
|
2
|
45%
|
2
|
83%
|
|
3
|
75%
|
3
|
71%
|
|
|
|||
|
Alberta Diagnostic Grade 4,5
|
Alberta Diagnostic Grade 4,5
|
||
|
4
|
76%
|
4
|
92%
|
|
5
|
67%
|
5
|
93%
|
|
|
|||
|
GB Plus K-5
French
|
GB Plus K-5
French
|
||
|
K
|
NA
|
K
|
|
|
1
|
23%
|
1
|
77%
|
|
2
|
38%
|
2
|
85%
|
|
3
|
81%
|
3
|
58%
|
|
4
|
68%
|
4
|
55%
|
|
5
|
82%
|
5
|
55%
|
|
Reading Data – All Grades Sept. 2010 Meeting and Exceeding
|
Reading Data – All Grades May 2011 Meeting and Exceeding
|
||
|
English
|
French
|
English
|
French
|
|
63%
|
58%
|
86%
|
66%
|
|
|
|||
|
Reading Data
– All Grades Sept. 2010 Meeting and Exceeding
|
Reading Data
– All Grades May 2011 Meeting and Exceeding
|
||
|
61%
|
76%
|
||
School
Wide Write Data by Grade
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