FESL:

1. FESL: Framework for Enhancing student learning Sharing our stories: sharing student learning

2. What is it? • Replaces the SPP (School Performance Plan) that was written with SPCs (School Planning Councils) • A living document that is inquiry based, updated easily and provides opportunity for ongoing feedback • Communicated in text, graphics, videos, photos, etc • Like an eportfolio • Components • Documentation that outlines; • Who we are • What is our focus? • How do we know what we are doing is making a difference for all of our learners and what new questions have arisen? • What are our next steps based on questions that have arisen?

3. Why are we doing this? • We have to • The process will give us greater insight into what is going on for our learners and that’s always a good thing • The process gives us a chance to formally celebrate all the great things that are going on for learners at Anderson • We’ll get to know our students even better • We get to see how what we are each doing fits together as a community • We will engage in a cycle of continuous improvement that makes sense for what our students really need overall

4. How do we do it? • Select a focus (at least one) • Intellectual • Human and Social • Career development • Follow a process that will • Focus on student learning so that each student achieves their potential • Value diversity and is inclusive of all learners • Commit to continuous improvement and life long learning through the use of an inquiry cycle • Include school and community partners in a meaningful way • Include a variety of sources of quantitative and qualitative data • Communicate and inform our community in a way that celebrates, maintains and inspires confidence in our schools

5. When are we doing this (What are the steps)? • Now: • Introduce the process to school and community partners • Scan within the school • Ask questions – What is going on for our learners? • Winter: • Based on information gathered in the fall, outline the inquiry process for learning and action and select a focus • Engage in the learning and action process • Spring: • Reflect on what we learned from the inquiry process • Design the school’s story (draft) • Share drafts with others

6. What does this mean for right now? • We are at the stage of scanning – finding out what is going on for our learners • Bases on the Spirals of Inquiry model by Kaser and Halbert

7. How do we scan? • Our Plan: • Over the next few weeks Brooke and Christel will start scanning by randomly selecting 5 students from each class and asking them a couple of questions to get a sense of what is going on for learners at Anderson • But first we need to choose a focus for our questions

8. The choices: • Can you name TWO adults in your school who believe you will be a success in life? How do they show you that they believe in you? • What are you learning? What are the big ideas you are learning? Why is what you are learning important? • How is it going with your learning? What would you like to tell others about how you’re doing? How do you know how you’re doing? • Where to next? What is the next piece of learning for you? What do you need to do to get better?

9. You can do this too (if you want to)! • Ask the same or similar questions with your whole class • Answer in writing, drawing, loose parts, sharing circle, video or any method that works for you and your class • Share with others • After talking with students we will reflect on what insights these responses raise for us as a school community. What can we learn from the student responses? What direction do the responses point us in?

10. Questions?