Final Research Report: Action Research As a Catalyst for School Change Lakeshore School Division Community Circle

Final Research Report: Action Research as a Catalyst for School Change Lakeshore School Division Community Circle

VOICE—Pathways to Success

Research Conducted Through the Vital Outcome Indicators for Community Engagement Project (VOICE)

2013–2017

This report is part of the VOICE Research Project, a Community-University Research Alliance Project.

The VOICE research project was supported by the Social Sciences and Humanities Research Council of Canada and by Vale. The Lakeshore School Division also made significant in-kind contributions to this project.

VOICE—Pathways to Success

Centre for Aboriginal and Rural Education Studies Faculty of Education Brandon University 270-18th Street Brandon, Manitoba R7A 6A9

ISBN 978-0-9695294-9-1

Citation: Kirk, J., & Nantais, M. (2018). Final research report: Action research as a catalyst for school change: Lakeshore School Division Community Circle. Brandon, Manitoba, Canada: Centre for Aboriginal and Rural Education Studies.

VOICE—Pathways to Success

Co-Researchers and Report Authors Jacqueline Kirk, PhD, Brandon University Michael Nantais, PhD, Brandon University

Graduate Student Research Assistants Ayodeji Osanime Davion Johnson

Lakeshore School Division Senior Administrators Janet Martell Leanne Peters

Report Editor Christiane Ramsey, BU CARES

We would like to acknowledge that Brandon University and the Rural Municipality of Lakeshore are in Treaty 2 territory and that the land on which we gather is the traditional territory of Anishinaabeg, Cree, Oji-Cree, Assiniboine, Dakota, and Dene Peoples, and the homeland of the Métis Nation.

VOICE—Pathways to Success

ACRONYMS

BU Brandon University

BYOD Bring Your Own Device

CASA Canadian Association of School Administrators

CBPR Community-based Participatory Research

CURA Community-University Research Alliance

ISL Independent Student Learning

LSSD Lakeshore School Division

MASS Manitoba Association of School Superintendents

MTS Manitoba Teachers’ Society

SSHRC Social Sciences and Humanities Research Council

TTFM Tell Them from Me (student survey)

UCN University College of the North

VOICE Vital Outcome Indicators of Community Engagement

VOICE—Pathways to Success

TABLE OF CONTENTS

Acknowledgments ...... 2 Background ...... 3 Context ...... 4 VOICE Research Structure ...... 5 Timeline ...... 7 The Success Pathways ...... 8 Action Research ...... 10 System Change Research ...... 12 What We Learned ...... 13 Publications, Presentations, and Press ...... 15 Appendix A: Voice Project Research Plan ...... 18 Appendix B: Research Plans for Success Pathways ...... 20 Appendix C: Press Reports ...... 44 Appendix D: Action Research Projects and Final Reports ...... 49 Appendix E: Research Report Analysis ...... 159 Appendix F: Action Research Workshop Slides ...... 162 Appendix G: Our Templates ...... 169

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ACKNOWLEDGMENTS

Jackie and Mike wish to acknowledge and thank the many people who supported and contributed to this research project. First, a thank you to the entire VOICE Research Project team—fellow researchers, partners, executive committee, and especially Dr. Karen Rempel for her passion, hard work, and support for this particular project. Thank you to Dr. Sheila Giesbrecht from Manitoba Education for her work with Lakeshore School Division and guidance she gave them in the Reimagine Lakeshore process. Sheila started an amazing process that we were able to join and help guide and support. In the course of this work, we had assistance from two excellent graduate students, Ayodeji Osanime and Davion Johnson, thank you!

Perhaps most importantly, we thank all the wonderful people in the Lakeshore School Division that we had the privilege of working with and getting to know. The support from staff, trustees, parents, administration, and students was truly amazing and made this such a great experience for us as well. Special thanks must go to the Lakeshore School Division Superintendent, Janet Martell, and Assistant Superintendent, Leanne Peters, for their tireless work, enthusiasm, and passion for making education the very best for ALL students in their care.

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BACKGROUND

By way of a connection made through Dr. Sheila Giesbrecht, a Manitoba Education employee who was involved in several projects both with Brandon University and with Lakeshore School Division, Lakeshore School Division was invited to become part of the VOICE research initiative that was held by Brandon University.

Three success pathways were approved by the VOICE executive in spring of 2013. In June 2013, Dr. Kirk, Dr. Nantais, and Dr. Rempel were invited to a meeting of teachers, administrators, and trustees as part of the Reimagine Lakeshore initiative. The initiative was impressive and as a result, Drs. Kirk and Nantais agreed to become involved with the Lakeshore Community Circle. Over the summer and in the early fall, the relationship between Lakeshore and VOICE was formalized. In early July, Drs. Kirk and Nantais attended the Canadian Association of School Administrators (CASA) conference in St. John’s, Newfoundland, with a small group of educators from Lakeshore School Division; this acted to strengthen their ties. In fall of 2013, the work began in earnest with the first group of educators on action research projects.

Dr. Kirk and Dr. Rempel at the outdoor classroom. Teachers at a Reimagine Lakeshore Meeting (Spring 2013).

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CONTEXT

Lakeshore School Division covers a geographically large area of approximately 7000 km2 with the school division offices situated in Eriksdale, Manitoba. The school division is comprised of ten schools that offer services to almost 1200 students from Kindergarten to Grade 12 and employs approximately 100 full-time equivalent teachers. School division administrators anticipate a 10% turnover in teaching staff each year. Senior administration consists of a superintendent and an assistant superintendent, who are supported by a small number of office support staff, accountants, and technology consultants.

A tour of some Lakeshore Schools. Assistant Superintendent Leanne Peters with Dr. Kirk and graduate student Ayodeji Osanime enter a school.

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VOICE RESEARCH STRUCTURE

The Vital Outcome Indicators for Community Engagement (VOICE) for Children and Youth was a research project funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada. The funds for this 5-year Community-University Research Alliance (CURA) grant were held by Brandon University and included partnerships with the University College of the North and Vale Mines. The goals of the CURA funding included community-based research, where university researchers and community members would work together, thereby building research knowledge and capacity within communities. To facilitate the work between the community and the university, the VOICE research protocol required the formation of Community Circles as the main decision-making body within the community. In Lakeshore, the Community Circle included any teachers that were interested in becoming involved, members of the Board of Education, school principals, school division administrators, and the two university researchers.

As a way to keep detailed records of the work that was being undertaken in all the different Community Circles, the Lakeshore Community Circle was asked to identify up to three success pathways that they would like to pursue. Then, Community Circle members were asked to study possibilities for change within those areas of focus and write a proposal including a budget and a timeline that could be submitted to the VOICE executive to secure funding for community projects. Funding and progress were reviewed each year by the VOICE executive and additional funding was allotted to meet the needs of the Community Circle. This framework set out by the VOICE research protocol created the framework for the Lakeshore Community Circle research.

“I have observed, when I go into schools, the multiple opportunities in the way students have to demonstrate their

understanding or their learning.” LSSD Administrator

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“I am much more aware of how engaged my students are, and feel much more comfortable integrating technology in the classroom.” LSSD Educator

“I believe the changes we made to facilities did change teaching practice. Teachers are now able to create small groups and easily facilitate group discussions.” LSSD Educator

“The number one benefit was that I learned to take risks and that it was a worthwhile process.” LSSD Educator

“I feel I don’t need to change jobs because I have renewed this one by doing this project.” LSSD Educator

“This allowed me to practice outside of the box. It allowed me to better meet all of the students’ needs.” LSSD Educator

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TIMELINE

Spring 2013  Attended a Reimagine Lakeshore Division Meeting.

Summer 2013  Attended CASA conference in St. John’s with a team from LSSD.

 Attended a technology planning meeting with teachers.

Fall 2013  Projects were selected to receive funding; a planning meeting was held.

 An action research workshop was held to start work on projects.

Fall 2013–Spring 2017  Action research projects were carried out.  Workshops were held in fall and spring (facilitated by BU researchers).  Ongoing communication with action researchers and Lakeshore Community Circle.

 Knowledge mobilization (publications/presentations/press) by BU researchers and Lakeshore personnel.

June 2017  Final celebration of success with teachers, in-school administrators, Board of Education members, School Division administrators, and BU researchers and officials.

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THE SUCCESS PATHWAYS

The structure of the Vital Outcome Indicators for Community Engagement (VOICE) for Children and Youth research included the identification of success pathways within which communities were intended to come together to try to make a difference for children and youth in their communities. The Community Circle was asked to engage in a process to establish specific areas of focus that they felt would make a positive difference for the children and youth in the community.

Lakeshore Community Circle, through the use of community meetings and surveys, teacher research, and the Reimagine Lakeshore process, identified three success pathways: technology, instructional strategies, and physical spaces (facilities).

Together with the support of the team in the Brandon University Center for Aboriginal and Rural Education Studies (CARES) office and with researchers, Drs. Michael Nantais (Mike) and Jacqueline Kirk (Jackie), the Lakeshore Community Circle wrote three proposals for funding to describe the projects that they had in mind and the budget that would be associated with each of the three projects.

For each of the pathways, the Lakeshore Community Circle planned to have a number of teachers involved in doing action research in their classrooms and schools. Individual projects and budgets were vetted and approved by division administrators. The budget would be earmarked for purchasing supplies and equipment to support the action research projects and to support the teacher researchers so that they had an opportunity to work directly with Mike and Jackie to build their knowledge of research and to work with the data that they collected.

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During the first year that Lakeshore Community Circle was developed, each of the three success pathways received a budget of $20,000.00. Following the first full year, the technology and instructional strategies pathways were collapsed into one, and each remaining pathway received $15,000.00 in their budget per year. In addition to the funds that were allocated directly to the action research projects and to research capacity development, a different category of funding was available for both the university researchers and school division researchers for knowledge mobilization to support sharing the knowledge in publications and presentations.

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ACTION RESEARCH

One of the major functions of the VOICE research team was to provide support for action research projects. In the fall of each year, Mike and Jackie travelled to the Lakeshore School Division office and offered workshops that addressed the process of action research.

The slides that were used in the fall of 2016 are included in Appendix F. Templates (see Appendix G) were used to help educators plan out their research projects. Over the course of the school year, the teachers and teams worked on their projects, gathering data, making changes, and acting on those changes.

The Brandon University researchers were available to support this work on an as-needed basis. An addition to the process for the last two years was the opportunity to touch base through video conference to discuss project progress and share information. In the early spring, Mike and Jackie made a return visit to conduct another workshop (see Spring 2017 slides in Appendix F); this one dealt mostly with data analysis and report writing. Coupled with these workshops were a few tours of schools in the division, which gave the opportunity to see the projects in action and talk with educators and students.

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These tours were one of the highlights of the project for Mike and Jackie. In addition to this work, the VOICE project supported groups of teachers and administrators from Lakeshore to share their work more widely at conferences, such as the National Congress on Rural Education, held in Saskatoon each spring.

Over the course of the four years of the project, close to fifty varied action research projects were conducted. These included 16 in the technology pathway, 16 in the instructional strategies pathway, and 16 in the facilities pathway. Individual teachers undertook some of the projects and others in teams ranging from two-three educators to entire school staffs. Each project submitted a final report of the work, which was shared with the VOICE research team. Those reports can be found in Appendix D. A graduate student, Davion Johnson, completed an analysis of the final reports from the action research projects. His summary is included in Appendix E.

“The process was well laid out. We knew when and how we were going to be supported by the BU researchers. Meeting at the division office, skyping, and having a personal visit from Jackie and Mike gave us a variety of ways to meet. The skyping was good because no one had to leave the school to meet. It was good to meet in person at first to get a handle on the project and to receive feedback. The continual process of thinking about the project and how to teach ‘better’ helped me grow as an educator.” LSSD Educator

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SYSTEM CHANGE RESEARCH

At the end of the first full year of work with Lakeshore, we were asked to undertake a study of the Reimagine Lakeshore project as a whole, including the work on action research. The school division supplied volumes of data; in addition, we conducted interviews with several key players, distributed a survey to teachers, and held focus group discussions.

Our work on this was summarized in several articles (see listings later in this report) and presented at conferences, most notably at the American Educational Research Association (AERA) conference and at Canadian Society for Studies in Education (CSSE).

“It was helpful to have expertise in action research to keep the focus and to support inquiry in regard to practice.” LSSD Educator

“I think the other thing that has become more evident is the data collection and the data analysis. Principals and teachers are becoming more adept at using that data to inform practice.” LSSD Administrator

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WHAT WE LEARNED

The knowledge gained by in Lakeshore School Division Community Circle was wide- spread and often very powerful.

The researchers involved also learned much in the process of working with the people in Lakeshore. Some of the key things we learned were shared in a wrap-up celebration In June 2017. (Pease visit http://bit.ly/2gczSUc and https://www.youtube.com/watch?v=8dGBDLUnj1Q),

In summary, we learned that:  Action research can help enable positive change in individuals and schools. Teachers who participated in the action research cohorts each year reported to us how the process had helped them to be more reflective and how it had improved their teaching practice. Action research enabled both individuals and schools to identify issues, establish a plan of action, and collect data to chart their progress. Over time, it was exciting to see the school communities grow and change through their projects and through their knowledge of action research, data collection, and data analysis.

 We refined our approach to support projects each year based on what we learned. Throughout the process of the VOICE project, we planned two action research workshops per year to support the teachers who chose to participate. The first one in fall introduced action research methodology and provided time for participants to develop questions, identify indicators, and develop data collection instruments. The second one in spring focused on data analysis and reporting. In year one, we started with a very structured approach to teaching the participants about research, research ethics, data collection, and data analysis. Over time, we recognized that our results improved and teachers engaged more deeply when we provided a brief overview of the information and supported them in working sessions where they planned their research projects and sifted through their data. The more relaxed approach created space for authentic questions and discussions to emerge, and we started to see that teachers in the group were more confident in their work. We also recognized that teachers had a need to communicate with us more often so we added several optional video conferencing sessions during the winters so teachers could join us online after school to ask questions or to talk to us about their progress.

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 Leadership at all levels is important to change. It was clear that through the purposeful intentions of the Lakeshore School Division leaders that the entire community turned their focus to school improvement and worked together to support student growth. The leaders of the schools and the leaders of the division created an atmosphere that was open to innovation and one where teachers were invited to take risks without fear of retribution. This allowed teachers to think outside the box and to engage in deep learning.

 Dynamic and caring educators who are willing to take risks are important for a positive change. For change to take place, teachers and principals needed to be open-minded enough to identify challenges and be strong enough to take the risk to try new innovative techniques that might lead to better outcomes. In many cases, teachers engaged students, parents, and each other in the changes that they were making. When we visited, we found that the students were just as excited as their teachers about the changes that they were experiencing.

The data that we collected through surveys and focus group discussions indicated that a significant part of the change was due to the development of an open, trusting working environment within the school division.

Over the course of several different initiatives that stretched back before the implementation of the VOICE research, the leaders of Lakeshore School Division had been cultivating a culture of trust and inviting teachers to take risks without fear of failure.

Participants also indicated that sharing their progress both in the large group School Division meetings and within the action research cohorts was one of the most valuable parts of the process. The school division culture and the sharing between colleagues led to a collaborative rather than competitive relationship between schools in the division.

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PUBLICATIONS, PRESENTATIONS, AND PRESS

Publications

Kirk, J., & Nantais, M. (2016). Reimagine Lakeshore: A school division change initiative for the 21st century. In S. Choo, R. Vinz, D. Sawch, & A. Villanueva (Eds.), Educating for the 21st Century Global Capacities: International Perspectives and Practices (pp.327–342). Singapore: Springer.

Kirk, J. & Nantais, M. (2016). Engaging educators in action research. CAP Journal, Fall 2016, 15–17.

Lakeshore School Division. (2013, August). Reimagining education: An initiative of Lakeshore School Division [Video file]. Retrieved from https://www.youtube.com/watch?v=xI0txENpQnM

Martell, J., & Peters, L. (2014). Reimagine Lakeshore: Design, innovation, and systems change. Education Canada, Theme Issue 2014, 54(5).

Martell, J., & Peters, L. (2014). System change, teacher transformation and increased student engagement. Leaders & Learners, Summer 2014, p. 30.

Martell, J., & Peters, L. (2013). Energy, excitement and enthusiasm in Lakeshore School Division. MASS Journal, Fall 2013, 12–15.

Osiname, A., Kirk, J., Nantais, M., Martell, J., & Peters, L. (2014). Data driven decision- making: The Principal as a key agent. CAP Journal, Winter 2015, 11–13.

Presentations

Kirk, J., & Nantais, M. (2017, May 26–June 1). A round table about action research as a mechanism for school change. Canadian Society for the Study of Education 2017 Annual Conference (CSSE), Ryerson University, Toronto, Ontario.

Nantais, M., & Kirk, J. (2016, October 21). Classroom research to improve practice. Learning Information for Teachers (LIFT) Conference, Brandon, Manitoba.

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Tycoles, R., Dupre, J., Nantais, M., & Kirk, J. (2016, March 20–22). Increase student engagement through the game of hockey. Twenty-first National Congress on Rural Education: Imagine the Possibilities, Saskatoon, Saskatchewan.

Martell, J., Peters, L., Kirk, J., Nantais M., Evans R., Johnson, L., Willetts, D., & MacNeil, N. (2015, November 4–6). Reimagining learning spaces in schools. Manitoba Association of School Superintendents (MASS), Winnipeg, Manitoba.

Kirk, J., Nantais, M., & Osiname, A. (2015, May 31–June 4). Reimagine Lakeshore: A reflective analysis of a school division change initiative. Canadian Society for the Study of Education 2015 Annual Conference (CSSE), University of Ottawa, Ottawa, Ontario.

Kirk, J., Nantais, M., Martell, J., Peters, L., & Osiname, A. (2015, April 16–20). Reimagine Lakeshore: A mixed methods review of a systemic change initiative. Toward Justice: Culture, Language, and Heritage in Education Research and Praxis: 2015 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.

MacNeil, N., Willetts, D., Kirk, J., & Nantais, M. (2015, March 29–31). Reimagining facilities to support learning. Twentieth National Congress on Rural Education: The Changing Reality of Rural Schools, Saskatoon, Saskatchewan.

Goranson, P., Nantais, M., & Kirk, J. (2015, March 29–31). India through the eyes of an iPad—integrating technology in an early years classroom. Twentieth National Congress on Rural Education: The Changing Reality of Rural Schools, Saskatoon, Saskatchewan.

Martell, J., Peters, L., Kirk, J., & Nantais, M. (2014, March 30–April 1). Excitement, energy and enthusiasm: Lakeshore School Division and the process of change. Nineteenth National Congress on Rural Education: The Changing Reality of Rural Schools, Saskatoon, Saskatchewan.

Martell, J., & Peters, L. (2014, July) Student engagement and teacher transformation through Reimagine Lakeshore. CASSA Conference, Calgary Alberta.

Peters, L., Sander, B., Smith, A., & Emilson, L. (2014, April 16) Supporting teachers with technology integration through Reimagine Lakeshore, Awakening Possibilities. MTS Conference, Winnipeg, Manitoba.

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Martell, J., & Peters, L. (2014, March 13). Reimagine Lakeshore: System change and teacher transformation. MSBA Convention, Winnipeg, Manitoba.

Peters, L. (2013, November 8). Supporting efficacy through Reimagine Lakeshore. MERN Forum, Brandon, Manitoba.

Press

Ward, J. (2016, May 5). Brandon University researchers visit Interlake Schools. The Express Weekly News, p.10. Retrieved from http://www.expressweeklynews.ca/split_document.aspx?doc=ExpressWeeklyNews0 50516.pdf (see p. 44).

Martin, N. (May 3, 2014). The fourth R: Improving reading, writing, arithmetic. Winnipeg Free Press. Retrieved from https://www.winnipegfreepress.com/local/the-fourth-r- 257772281.html (see pp. 45–48).

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APPENDIX A: VOICE PROJECT RESEARCH PLAN

Voice Project Research Plan

Outcomes Domain Indicators Data Quality . Teacher capacity Content Technology survey Schools . Curriculum, knowledge Instructional responsible for instruction & Pedagogical practices self- curriculum assessment knowledge evaluation tool planning, student Professional Program inventory assessment, school learning improvement, PD opportunities reflection and self- Relationship (individual, school assessment. Curriculum and division) Emphasis on PD Structure of PD relationships & Instruction pedagogy. Assessment Stories of teachers and principals

Equity . Organization and Success of Community Equal opportunity governance marginalized success survey to achieve students Stories of teachers outcomes. Academic outcome and principals Strength of the gap Graduation rate relationship School culture indicator between learning and family School planning Grade 9 credit background. Schedule acquisition indicator Resource allocation School leaving indicator Classroom management Composite equity Indicator Data Facility use Multiple pathways Leadership School pre- engagement

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Outcomes Domain Indicators Data Engagement . Student capacity Social – TTFM survey Social – Friendships, social MY provincial Participation in the networks, sense of engagement data belonging, liking life of the school. PATH process school. Academic – Photo voice Participation in the Academic – Credit research requirements for completion, HS graduation, Early warning school success. system data personal responsibility, (academic, Intellectual – orientation to good behavior & Participation in attendance) learning with work. serious psycho- logical and Intellectual – cognitive Knowledge investment in builders, problem learning. solvers, conceptual thinkers, confident learners

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APPENDIX B: RESEARCH PLANS FOR SUCCESS PATHWAYS

The Lakeshore Community Circle prepared three research plans for each of the success pathways. These research plans for were (1) facilities success pathway, (2) technology success pathway, and (3) instructional strategies success pathway.

Facilities Success Pathway

Name of the Research Facilities pathway for Lakeshore Community Circle Activity

Anticipated starting date September 2013

Anticipated ending date December 2014

Research team members Jackie Kirk * (* director or principal Mike Nantais * investigator for the research ) Janet Martel Leanne Peters Sheila Giesbrecht Neil MacNeil Memory Halldorson Susan Hayward Darlene Willetts Lanyth Tober Holly Mantie Tosh Kupchak Karen Carmichael

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Design of the Research Activity

Design

How does this research align itself with a community-based participatory research design?

CBPR is based on bringing the community together to design, develop, implement, analyze, and share research. In the Lakeshore School Division Community Circle, the School Division leaders gathered input from teachers, students, and community members. They used the information to develop the direction for the project, which led to the development of research plans. Researchers from BU joined partway through the process to assist and guide the community research. Action Research plans were devised collaboratively with teachers, who will be responsible for data collection. BU researchers will work with the community-based researchers to assist with data analysis. The community group will then plan how and where to share the results.

Goal and objectives of the activities—One or two statements about the goal of the research followed by more specific objectives.

What are the community-based indicators of success?

See attached VOICE Research Plan document.

Major research questions

What does the Community Circle want to know?

Lakeshore School Division Community Circle would like to find out how enhancing and updating various aspects of learning facilities affects student engagement and success.

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How can we measure success?

What are the community’s indicators of success?

See attached Teachers’ Research Reports in Appendix D.

Methodology

How will the information be collected and analyzed?

When will this happen?

Who will be involved?

How will community-based research practitioners be involved in the data collection and analysis?

See attached Teachers’ Research Plans in Appendix D.

Analysis Workshop April 2014 is scheduled.

Teachers who collected the data will be assisted in conducting their own analysis of their data during & after the workshop.

Mutual benefits of the research activity

How does this research activity benefit the community?

How is it relevant to the community, and how will it produce valued outcomes from the perspective of the community and its members?

The results of the action research projects will inform about changes in the Lakeshore School Division Community Circle that will act to benefit all students’ learning. Lakeshore School Division Community Circle is committed through their Reimagine Lakeshore initiative to improve education for all students in the division.

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Community-based research capacity

How will this activity help to develop community-based research capacity?

Community-based researchers who participated in research workshops and were guided through research experiences will have knowledge and skills that they will be able to transfer to future action research initiatives in their schools and communities.

Role of Elders and other knowledge holders

How have the roles of Elders and other knowledge holders been recognized? (Recognition includes honoraria, acknowledging the contribution by name or as directed, or withholding an Elder’s identity if requested.)

In the bigger picture of the Reimagine Lakeshore project, all community stakeholders were honored as they have been involved in setting the direction. They continue to be consulted and included throughout the course of the project. Contributions of all stakeholders are shared on the Reimagine Lakeshore website. (http://www.reimaginelakeshore.com/ )

Ownership of the research data

What groups will own or co-own the data?

Are there parts of the data that should be owned by only one or group or another?

Lakeshore School Division Community Circle will own the data. Researchers from Brandon University will request to use parts of the data as secondary data to use in the overall analysis of the project.

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Control of the research data

What groups will control the research data, analysis and information management processes?

Lakeshore School Division Community Circle will own and manage the data that is collected. They will be invited to share parts of the data and the results with researchers from Brandon University.

How will the data gathered among participants be validated?

Participants who gather data in the Community Circle will share their results with the school division. The data will help set the direction for the school division. Also, participants will have an opportunity to share their results with the wider community through presentations and publishing.

Access to research data

What groups or organizations will be given access to the data and information?

Lakeshore School Division Community Circle will own the data and make decisions about sharing it.

Possession of research data

What groups will possess and store the data?

Lakeshore School Division Community Circle.

Ownership of information and findings

What groups will own or co-own the information?

Lakeshore School Division Community Circle will own the information and findings. Researchers from Brandon University will request to use the findings in presentations and articles about the overall project.

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How will all members of the research team be given opportunities to review and comment on the information and findings?

Lakeshore School Division Community Circle holds regular community meetings and maintains the Reimagine Lakeshore website that provides the opportunity to comment and give feedback.

Control

What groups will control the information management and dissemination of information to the community and others?

Lakeshore School Division Community Circle will own and manage the information and findings. Researchers from Brandon University plan to present and publish the overall findings of the project in collaboration with the Lakeshore School Division Community Circle.

Access

How will the information be disseminated to the community?

Lakeshore School Division Community Circle will disseminate the information through the website, community meetings, and publications.

Who will have access to the findings and information?

Lakeshore School Division Community Circle and VOICE researchers from Brandon University will have access to the findings and information.

Possession

What groups will possess and store the information and findings?

Results will be stored by Lakeshore School Division and by Brandon University VOICE researchers.

How will all of the researcher team members be acknowledged?

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Research members will be acknowledged on publications and presentations when it is appropriate with their permission.

Dissemination of Results

Dissemination of research reports

Will the information be public or restricted?

Public.

Dissemination of other types of communications

What other kinds of communication activities are planned? (Community meetings, scholarly articles, workshops, websites, etc.)

All of the above as well as conference presentations.

Ethics

Institutional Research Ethics Board

Have Brandon University Research Ethics Review Committee and the University College of the North Ethics Review Committee given research ethics approval for this project?

Yes.

Respect for community customs and codes of research practice

What steps are being taken to respect the community customs and codes of research practice in the community?

This research is being conducted in an ethical manner using Chapter 9 of the Tri- Council policy and the research protocol as a guide.

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What relevant groups or organizations are involved?

Lakeshore School Division Community Circle and Brandon University.

Community Research Ethics Board

Are there any community groups that need to review this research plan?

Yes, Lakeshore Community Circle.

Research Collaboration Agreement

Has the Research Collaboration Agreement between Brandon University and UCN been signed?

Yes.

If so, has it been reviewed and is this research activity consistent with the Research Collaboration Agreement?

Yes.

Privacy and confidentiality

What safeguards are in place to assure participant privacy and measures to protect the confidentiality of any data collected?

The data will be owned by Lakeshore School Division Community Circle.

Does the community itself have distinguishing characteristics that it wishes to safeguard?

No.

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Technology Pathway

Name of the Research Activity Technology pathway for Lakeshore Community Circle

Anticipated starting date September 2013

Anticipated ending date June 2015

Research team members Jackie Kirk * (*director or principal Mike Nantais * investigator for the research) Janet Martel Leanne Peters Sheila Giesbrecht Chelsey Lowry Jennifer Bjornsson Carrie Granberg Barb Yanke Patty Goranson Phil Lajoie Lindsay Gorman Lori Emilson Mandy Smith

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Design of the Research Activity

Design

How does this research align itself with a community-based participatory research design?

CBPR is based on bringing the community together to design, develop, implement, analyze, and share research. In the Lakeshore School Division Community Circle, the School Division leaders gathered input from teachers, students, and community members. They used the information to develop the direction for the project and this led to the development of research plans. Researchers from BU joined partway through the process to assist and guide the community research. Action Research plans were devised collaboratively with teachers, who will be responsible for data collection. BU researchers will work with the community-based researchers again to assist with data analysis. The community group will then plan how and where to share the results.

Goal and objectives of the activities

One or two statements about the goal of the research followed by more specific objectives.

What are the community-based indicators of success?

See attached VOICE Research Plan document.

Major research questions

What does the Community Circle want to know?

The Lakeshore School Division Community Circle would like to explore how various ways of infusing digital technology affects student engagement and success.

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How can we measure success?

What are the community’s indicators of success?

See attached Teachers’ Research Plans.

Methodology

How will the information be collected and analyzed?

See attached Teachers’ Research Plans.

When will this happen?

Analysis Workshop April 2014 is scheduled.

Who will be involved?

How will community-based research practitioners be involved in the data collection and analysis?

Teachers who collected the data will be assisted in conducting their own analysis of their data during & after the workshop.

Mutual benefits of the research activity

How does this research activity benefit the community?

How is it relevant to the community, and how will it produce valued outcomes from the perspective of the community and its members?

30 VOICE—Pathways to Success

Community-based research capacity

How will this activity help to develop community-based research capacity?

Role of Elders and other knowledge-holders

How have the roles of Elders and other knowledge-holders been recognized? (Recognition includes honoraria, acknowledging contribution by name or as directed, or withholding an Elder’s identity if requested.)

In the bigger picture of the Reimagine Lakeshore project, all community stakeholders have been honored as they have been involved in setting the direction. They continue to be consulted and included throughout the course of the project. Contributions of all stakeholders are shared on the Reimagine Lakeshore website. (http://www.reimaginelakeshore.com/)

Ownership, Control, Access and Possession of Research Data

Ownership

What groups will own or co-own the data?

Are there parts of the data that should be owned by only one or group or another?

Lakeshore School Division Community Circle will own the data. Researchers from Brandon University will request to use parts of the data as secondary data to use in overall analysis of the project.

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Control

What groups will control the research data, analysis and information management processes?

Lakeshore School Division Community Circle will own and manage the data that is collected. They will be invited to share parts of the data and the results with researchers from Brandon University.

How will the data gathered among participants be validated?

Participants who gather data in the Community Circle will share their results with the school division. The data will help to set direction for the school division. Also, participants will have an opportunity to share their results with the wider community through presentations and publishing.

Access

What groups or organizations will be given access to the data and information?

Lakeshore School Division Community Circle will own the data and make decisions about sharing it.

Possession

What groups will possess and store the data?

Lakeshore School Division Community Circle.

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Ownership, Control, Access and Possession of Information and Findings

Ownership

What groups will own or co-own the information?

How will all members of the research team be given opportunities to review and comment on the information and findings?

Lakeshore School Division Community Circle holds regular community meetings and maintains the Reimagine Lakeshore website that provided the opportunity to comment and provide feedback.

Control

What groups will control the information management and dissemination of information to the community and others?

Lakeshore School Division Community Circle will own and manage the information and findings. Researchers from Brandon University will plan to present and publish the overall findings of the project in collaboration with the Lakeshore School Division Community Circle.

Access

How will the information be disseminated to the community?

Lakeshore School Division Community Circle will disseminate the information through the website, community meetings, and publications.

Who will have access to the findings and information?

Lakeshore School Division Community Circle and VOICE researchers from Brandon University will have access to the findings and information.

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Possession

What groups will possess and store the information and findings?

Results will be stored by Lakeshore School Division and by Brandon University VOICE researchers.

How will all of the researcher team members be acknowledged?

Research members will be acknowledged on publications and presentations when it is appropriate with their permission.

Dissemination of Results

Dissemination of research reports

Will the information be public or restricted?

Public.

Dissemination of other types of communications

What other kinds of communication activities are planned? (community meetings, scholarly articles, workshops, websites, etc.)

All of the above and conference presentations.

Ethics

Institutional Research Ethics Board

Have Brandon University Research Ethics Review Committee and the University College of the North Ethics Review Committee given research ethics approval for this project?

Yes.

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Respect for community customs and codes of research practice

What steps are being taken to respect the community customs and codes of research practice in the community?

This research is being conducted in an ethical manner using Chapter 9 of the Tri- Council policy and the research protocol as a guide.

What relevant groups or organizations are involved?

Lakeshore School Division Community Circle and Brandon University.

Community Research Ethics Board

Are there any community groups that need to review this research plan?

Lakeshore School Division Community Circle.

Research Collaboration Agreement

Has the Research Collaboration Agreement between Brandon University and UCN been signed?

Yes.

If so, has it been reviewed and is this research activity consistent with the Research Collaboration Agreement?

Yes.

Privacy and confidentiality

What safeguards are in place to assure participant privacy and measures to protect the confidentiality of any data collected?

The data will be owned by the Community Circle.

Does the community itself have distinguishing characteristics that it wishes to safeguard? No.

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Instructional Strategies Pathway

Background Information

Name of the Research Instruction pathway for Lakeshore Community Circle Activity

Anticipated starting September 2013 date

Anticipated ending December 2014 date

Research team Jackie Kirk * members Mike Nantais * (*director or principal Janet Martel investigator for the Leanne Peters research ) Sheila Giesbrecht Chelsey Lowry Jennifer Bjornsson Judy Strick Angela Caines Alison Marttila Raya Pool Arnie Whiteside Nicky Little Leanne Dubowitz

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Design of the Research Activity

Design of the research activity

How does this research align itself with a community-based participatory research design?

CBPR is based on bringing the community together to design, develop, implement, analyze, and share research. In the Lakeshore School Division Community Circle, the School Division leaders gathered input from teachers, students and community members. They used the information to develop the direction for the project and this led to the development of research plans. Researchers from BU, joined community-based through the process to assist and guide the community research. Action Research plans were devised collaboratively with teachers, who will be responsible for data collection. BU researchers will work with the community-based researchers again to assist with data analysis. The community group will then plan how and where to share the results.

Goal and objectives of the activities

One or two statements about the goal of the research followed by more specific objectives.

What are the community-based indicators of success?

See attached VOICE Research Plan document.

Major research questions

What does the Community Circle want to know?

Lakeshore School Division Community Circle would like to know how different instructional strategies and approaches affect student engagement and success.

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How can we measure success?

What are the community’s indicators of success?

See attached Teachers’ Research Plans.

Methodology

How will the information be collected and analyzed?

When will this happen?

Who will be involved?

How will community-based research practitioners be involved in the data collection and analysis?

See attached Teachers’ Research Plans.

Analysis Workshop April 2014 is scheduled.

Teachers who collected the data will be assisted in conducting their own analysis of their data during & after the workshop.

Mutual benefits of the research activity

How does this research activity benefit the community?

How is it relevant to the community, and how will it produce valued outcomes from the perspective of the community and its members?

The results of the action research projects will inform changes in Lakeshore School Division Community Circle that will act to benefit all students’ learning. Lakeshore School Division Community Circle is committed through their Reimagine Lakeshore initiative to improving education for all students in the division.

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Community-based research capacity

How will this activity help to develop community-based research capacity?

Role of Elders and other knowledge holders

How have the roles of Elders and other knowledge holders been recognized? (Recognition includes honoraria, acknowledging contribution by name or as directed, or withholding an Elder’s identity if requested.)

Ownership, Control, Access and Possession of Research Data

Ownership

What groups will own or co-own the data?

Are there parts of the data that should be owned by only one or group or another?

Lakeshore School Division Community Circle will own the data. Researchers from Brandon University will request to use parts of the data as secondary data to use in overall analysis of the project.

39 VOICE—Pathways to Success

Control

What groups will control the research data, analysis and information management processes?

Lakeshore School Division Community Circle will own and manage the data that is collected. They will be invited to share parts of the data and the results with researchers from Brandon University.

How will the data gathered among participants be validated?

Access

What groups or organizations will be given access to the data and information?

Lakeshore School Division Community Circle will own the data and make decisions about sharing it.

Possession

What groups will possess and store the data?

Lakeshore School Division Community Circle.

40 VOICE—Pathways to Success

Ownership, Control, Access and Possession of Information and Findings

Ownership

What groups will own or co-own the information?

How will all members of the research team be given opportunities to review and comment on the information and findings?

Lakeshore School Division Community Circle holds regular community meetings and maintains the Reimagine Lakeshore website that provided the opportunity to comment and provide feedback.

Control

What groups will control the information management and dissemination of information to the community and others?

Access

How will the information be disseminated to the community?

Lakeshore School Division Community Circle will disseminate the information through the website, community meetings, and publications.

Who will have access to the findings and information?

Lakeshore School Division Community Circle and VOICE researchers from Brandon University will have access to the findings and information.

41 VOICE—Pathways to Success

Possession

What groups will possess and store the information and findings?

Results will be stored by Lakeshore School Division and by Brandon University VOICE researchers.

How will all of the researcher team members be acknowledged?

Research members will be acknowledged on publications and presentations when it is appropriate with their permission.

Dissemination of Results

Dissemination of research reports

Will the information be public or restricted?

Public.

Dissemination of other types of communications

What other kinds of communication activities are planned? (community meetings, scholarly articles, workshops, websites, etc.)

All of the above and conference presentations.

Ethics

Institutional Research Ethics Board

Have Brandon University Research Ethics Review Committee and the University College of the North Ethics Review Committee given research ethics approval for this project?

Yes.

42 VOICE—Pathways to Success

Respect for community customs and codes of research practice

What steps are being taken to respect the community customs and codes of research practice in the community?

This research is being conducted in an ethical manner using Chapter 9 of the Tri- Council policy and the research protocol as a guide.

What relevant groups or organizations are involved?

Lakeshore School Division Community Circle and Brandon University.

Community Research Ethics Board

Are there any community groups that need to review this research plan?

Yes, Lakeshore Community Circle.

Research Collaboration Agreement

Has the Research Collaboration Agreement between Brandon University and UCN been signed?

Yes.

If so, has it been reviewed and is this research activity consistent with the Research Collaboration Agreement? Yes.

Privacy and confidentiality

What safeguards are in place to assure participant privacy and measures to protect the confidentiality of any data collected?

The data will be owned by Lakeshore School Division Community Circle.

Does the community itself have distinguishing characteristics that it wishes to safeguard?

No.

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APPENDIX C: PRESS REPORTS

Article in The Express Weekly, by Jeff Ward, May 5, 2016.

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Article in the Winnipeg Free Press by Nick Martin, May 3, 2014

THE FOURTH R: IMPROVING READING, WRITING AND ARITHMETIC, LAKESHORE DIVISION DECIDED—WITH MUCH SUCCESS—TO BE REVOLUTIONARY

By: Nick Martin

Posted: 05/3/2014 1:00 AM

Emily Cumming—Winnipeg Free Press

Teacher Lauren Marshall (left) speaks to students Taylor Byron and Jessica Forsyth (right). The graduation rate in Lakeshore School Division has risen from 50% in 2009 to 92% in 2013.

LUNDAR — Can you imagine a school of 1,195 students the size of Prince Edward Island?

A school in which the teachers all know your name, and know your needs and know your strengths and meet regularly to stay on top of your education?

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A school in which teachers aren't afraid to try something new, a school in which it isn't done the way it's always been done?

A school in which the high school graduation rate went from 50 per cent five years ago to 92 per cent last June, and has averaged in the high 70s over those five years?

"The biggest thing we've looked at is the needs of the students," said Janet Martell, superintendent of the Lakeshore School Division and architect of reimagining education in Lakeshore.

The province's fifth-smallest school division is strung out along Highway 6, spread out over an area the size of P.E.I, but the division treats its entire student body as though all those children, from Moosehorn and Lake Manitoba First Nation to Lundar, from Fisher Branch and Eriksdale and Ashern, over to Inwood and two Hutterite Colonies, as though they all attend one school — sharing the resources, sharing the teachers, each as vital as everyone else.

"We, in fact, have a school of 1,200 students," declared assistant superintendent Leanne Peters.

Five years ago, in conjunction with the province and Brandon University, Lakeshore launched a "student success initiative" aimed at finding new ways to meet students' education needs — a higher graduation rate being the ambitious overt symbol.

Then came a cold and snowy night on Dec. 17, 2012, when more than half the division's 100 teachers showed up to hear Martell challenge them to reimagine the education system — to take risks on innovative ideas that could fail, to put classrooms and subjects together in multi-teacher settings, to undertake large group projects that covered the gamut of curricula.

Meanwhile, "We looked at early-warning-system data," said Martell.

Weekly in each school, monthly across the division, teachers gather to talk about their students— red flags go up over attendance and absenteeism, behaviour, reading and Numeracy weaknesses.

"Two or three weeks in, based on the data, we see students struggling and pull them out" for special attention, Martell said. "They discuss how the students are doing— before the student considers dropping out, they're on top of it."

And where there are issues, Lakeshore sends in help, such as success coaches—they're teachers able to float from class to class, maybe working with a handful of kids

46 VOICE—Pathways to Success struggling with math, then on to another class to help readers, even working over lunch with high achievers looking for an extra challenge in pre-calculus.

"We stopped looking at ourselves individually," said Fisher Branch Collegiate principal Shaun Lindal. Her students had a higher graduation rate than students at Lundar School or Ashern Central School, but Lindal had no problem seeing resources concentrated where they were needed most.

Prior to that, "We didn't do a lot of sharing," she said.

"It really is kind of amazing," said Ashern Central principal Neil MacNeil.

If a high school student has a reading problem, there's nothing to be gained by blaming elementary school teachers and shrugging of any responsibility, MacNeil said. "We need to begin working with those kids as soon as we get them. Every teacher, it's their responsibility to inculcate those skills."

Lundar success coach Darlene Willetts may work with kids on their lunch hour, she may also go to their homes and work with the family.

That includes Lakeshore students from Lake Manitoba First Nation, where Willetts starts with a meeting in the band hall, then follows up with arranged home visits.

"We do home visits, in conjunction with the community liaison person," she explained. "We have coffee, we visit and make connections. We want to problem-solve together."

School board chairman Kris Vigfusson said trustees bought into the plan and supported it by providing teachers with resources. Though he was initially skeptical, Vigfusson enthused, "These teachers blew me away with how they interact with each other."

Said MacNeil: "We didn't have social workers in the division, yet we have a crying need for social workers; now we have two."

Peters said each school was asked to identify what it wanted to fix, then teachers formed into small research groups to figure out how to do it.

In Ashern, she said, Grade 9 students from four or five smaller communities felt isolated starting high school, so the language arts and Social Studies teachers put all their kids together into one large group.

It's a given that many young teachers in rural Manitoba have their resumés in at all the city school divisions.

47 VOICE—Pathways to Success

Martell pointed out Lakeshore has bucked the rural trend of regular teacher turnover, younger teachers and specialists staying in the division thanks largely to the professional development support and the autonomy teachers enjoy along Highway 6 — "This year, I hired one teacher," said Martell.

Lundar principal Susan Hayward said she's been able to recruit and retain a music teacher, a skill in enormous demand. "She has a five-year plan. She can grow something here," Hayward said.

Peters cited 77-student K-12 Inwood School, which put language arts, technology and art together for a group project: "They used Claymation to demonstrate the outcomes the teacher wanted," she said.

Martell emphasized teachers get a lunch hour every day, even though they may work with kids during the students' lunch period, and no one's required to work nights and weekends or pressured to do anything involuntarily — Lakeshore follows its collective agreement while pursuing innovation, she said.

You can't succeed by putting children and teachers in boxes and labelling them, Martell said.

"We know a lot more about what motivates people — it's autonomy," said MacNeil. Lakeshore even asks students what they want.

That's why schools such as Lundar have transformed a stereotypical library into a learning commons with comfortable seating and computer terminals. They're trying out low seating, high seating and swivelling seating.

MacNeil said students told him they didn't like the colour scheme or the aged school logos on the walls of the multipurpose room in Ashern, so out came the paint. "We did that together one spring break, the kids and I." [email protected]

Nick Martin Education Reporter

Nick Martin is the bearded guy we keep hidden away at the back of the newsroom. He is now in his fourth decade working in daily newspapers.

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APPENDIX D: ACTION RESEARCH PROJECTS AND FINAL REPORTS

Action Research Projects Lists

Key: F = Facilities Pathway, T = Technology Pathway, I = Instructional Strategies Pathway

2013-2014

Ashern CS – Library/Learning Centre (Memory Halldorson, Shelley Plohman, F Tracy Parkes, Neil MacNeil)

Lundar EY – All Teachers – Library/Multi-purpose Room F

Lundar HS – Student Centre (Susan Hayward, Darlene Willetts) F

Inwood – Learning Lounge/Library Makeover F

Alf Cuthbert – Grade ⅞ Classroom - Lanyth Tober F

Eriksdale – Grade 5-8 Integration, Inquiry and Engagement (Amie Whiteside, I Raya Pool, Alison Marttila)

Inwood – PBL/Inquiry Learning (Judy Strick, Angela Caines) I

Lundar School – “The Importance of Identity” Grade 9 Integrated Social I Studies and English Language Arts Unit (Leanne Dubowits, Nicky Little)

Ashern Central School (ACS) – Alternative Delivery Model (ADM) in High I School ELA (Krista Byers)

Ashern Central School – “ICE” (Integrated Canadian Studies and ELA) in I Grade 9 (Chelsey Lowry, Jennifer Bjornson)

Lundar – Integrated Study on India (Patty Goranson) T

Fisher Branch Collegiate – Math First Steps Pathway (Ms. Lindsay Gorman) T

Lundar School – Flipped Science Classroom (Philippe Lajoie) T

Alf Cuthbert – Blogging & Movie Making (Carrie Granberg) T

Alf Cuthbert – Movies about Books (Barb Yanke) T

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2014-2015

Ashern Early Years School – Chair Bands (Brandy Springer) F

Inwood School – Student Engagement in PBL Room (Angela Caines) F/I

Lundar High School – High School Humanities Spaces (upper level) (Nicky F Little (lead), Susan Hayward (support), Leanne Dubowits (integration teacher), Ian Barnard (teacher)

Ashern Central School – Greenhouse Project (Shannon Keeley, Chelsey F Lowry, Blaine Waldner, Marilena Kowalchuk, Neil MacNeil)

Fisher Branch Collegiate – Outdoor Classroom – Green Space Development F (Matt Colpitts, other senior high teachers where applicable)

Alf Cuthbert School – 5/6 Classroom/Arts Room – Seating (Carrie Granberg) F

Eriksdale School – The Studio (Amie Whiteside, Andrea Gryba, Chris Hunt) F

Ashern Central School – The Leader in Me (all staff, students, parents and I communities)

Alf Cuthbert School – Balanced Literacy (all teachers) I

FBC – Supporting Independent Learning with Guided Support Time (all staff) I

FBC – Guided Math in Ability Level groups support the learning of students I at each level - (Shaun Lindal - principal)

Lundar High School – Integrated Classroom (Grade 9 ELA and SS) (Leanne I Dubowits (lead, Social Studies teacher), Nicky Little (ELA teacher), Susan Hayward (literacy support teacher)

Lundar Early Years – Exploring Global Issues through Literature (Melisa T Koch)

Ashern Early Years School – iPad Use in our Grade 3/4 Classrooms (Amber T Semenek, Kathleen Derhak)

Inwood – Instructional Practices and iPad Integration (Sheri Pemkowsk) T

Ashern Central School – ICT and ELA with iPads – Feedback and T Engagement (Krista Belanger)

Lundar Early Years – Furniture & Focus/Fine Motor (Lorna Johnson) F

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2015-2016

Broad Valley Colony School – Furniture & Collaborative Groupings (Joanne Kon) F/I

Alf Cuthbert – Collaboration in new Classroom Environments (Barb Yanke, F/I Cheryl Shannon)

Ashern Central School -greenhouse project (Shannon Keeley, Chelsey Lowry, F Darlene Willetts, Blaine Waldner)

Inwood – (1) The creation of a five year, integrated, outcome based learning F/I/T plan for the K-4 class. (2) Student iPads used as an everyday tool to document learning and create products as evidence of learning. (3) Creation of a classroom environment that is warm, calm and inviting where students feel safe to explore their interests in an authentic manner. (Joanne Mulvena)

Marble Ridge Colony School – Groupings & Thinking/Writing & Organizing I Books/Reading Choices (Sheena Letexier)

Lundar High School – Hockey Course/Attendance/Community Involvement I (Rory Tycoles)

Ashern Central School – ICT and ELA with iPads – Feedback and Engagement T (Krista Belanger)

Lundar Early Years – iPads for Math Centers (Melisa Koch) T

Ashern Early Years – iPads and Literacy Rates (Amberly Bresoline) T

Ashern CS – Leader in Me (Darlene W., staff) I

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2016-2017

Ashern Central School – iPad Integration (Numeracy/Literacy) (Shannon T Keeley)

Ashern Central School – iPad Integration (Numeracy) (Dana Emilson) T

Lundar EY – iPad Integration (Numeracy/Engagement) (Melisa Koch) T

Lundar EY – K-4 Ability Grouping (Raya Pool) I

Ashern EY – iPad Integration Numeracy) (Amberly Bresoline) T

Lundar HS – Literacy Support (Leanne Dubowits) I

Ashern Central School – Furniture to Support Learning & Engagement F (Jennifer Bjornson, Chelsey Lowry)

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Final Action Research Reports, Ordered by Year

*Please note that these brief reports are as written by the educators conducting the research. Not all final reports were available for inclusion here.

Facilities 2013-2014

Ashern Central School Library/Learning Centre

Statement of the problem or the challenge being addressed by the research. (Research questions)

The school library was underutilized as a learning space for students. It had uncomfortable furniture (large rectangular tables and hard plastic chairs), and talking was discouraged.

The challenge was to refurnish and repurpose the library to make it a space that supported active student learning.

Provide a brief description of the context of the research & researchers.

This is part of Lakeshore School Division’s Reimagining Education initiative. We are seeking innovative ways to improve student learning.

Part of the context is that this change in the library was happening at the same time as we were overhauling our model of resource teaching in the school. Rather than having one (or 1.5) resource teachers, we combined resources to have three ‘learning support’ teachers take on traditional resource responsibilities as a team, and to further that by working with students individually and in groups, both within classrooms and in alternative spaces. Toward this end, we structured the scheduling for the two SY learning support teachers so that one of them would be available to work with students in the learning centre during all or most of the day.

Briefly describe the methodology of the study. (What was done, what data sources were used)

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In short, we sought to: ● Increase student engagement while at school. ● Improve student attendance / reduce absenteeism. ● Facilitate improved communication (especially while learning) between students, and between students and staff in a less hierarchical setting than the traditional classroom.

What was done? The simplest way to answer that in terms of physical changes is to refer to the photos provided. In short: ● Desktop computers replaced with thin clients linked to the divisional server, and with laptops and iPads. ● New bookcases for fiction materials. ● Round tables to engender collaboration. ● Soft, comfortable seating to promote reading. ● The “Cave,” a small alternative classroom setting, was created by tall bookcases near the library office. It has its own table, seating, and storage areas. ● Walls painted and new décor throughout.

In terms of functionality, the library clerk has now been joined by the learning support teacher mentioned earlier. Students are allowed and sometimes encouraged to speak with one another and with staff in ‘classroom-appropriate’ voices, rather than very quietly. Students in the alternative class are able to work independently for the most part in the Cave, with the support of the learning support teachers as required.

Data sources used include:

● Anecdotal observations regarding the number of students using the library/learning centre throughout the day. ● A question in the Tell Them From Me survey specific to how often students visit the centre. ● Impressions regarding its functionality of the learning support teachers, other staff, and students.

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Not specific to the project, but relevant as a part of the overall push to improve students’ school experience and their learning:

● Attendance data for the school. ● Credit acquisition data.

Summarize the principal findings. What evidence supports the findings?

Everyone seems to feel very positive about the space, and how it is used throughout the day. There are no hard data, but there is no doubt that we have moved from a large room which was almost always empty (except for students using the previous desktop computers), to a room where students go to talk, read, study, learn together, and be supported by teachers and other staff. There are times when it is simply full with every seat taken.

The Tell Them From Me questionnaire revealed (in the fall of this year) that 28% of students would go to the library/learning centre every day, or most days of the week. Another 34% said they went there one or two days per week, and 38% rarely or never. This would constitute much higher usage than in previous years, though we do not have hard data for that.

As for attendance and credit acquisition data, our attendance data continue to present difficulties in terms of both reliability and accuracy. This is a function of difficulties with technology, with our student management software, and with changes in our procedures for recording attendance. Credit acquisition data is significantly more reliable, and we can say that overall in Grades 9–12, 92% of students who completed a course received credit in it during the first semester of this year. If necessary, we believe we can find comparable data for years previous. Again though, it is impossible to parse out what portion of this performance has to do with the changes in the library, and how much is due to other factors.

State the conclusions, action plans, and/or additional research that resulted from the research study.

We would conclude, simply, that based especially upon the anecdotal evidence and observations, the changes in the library/learning centre have helped to facilitate increased reading among students, more collaboration between staff and students, more active learning among students, and not least that it has helped contribute to a more positive, ‘can-do’ atmosphere in the school.

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Lundar School—Susan Hayward & Darlene Willetts Student Centre

Statement of the problem or the challenge being addressed by the research. (Research questions)

How will the Student Centre support the option for personalized timetables?

Provide a brief description of the context of the research & researchers.

The Student Centre is a newly redesigned place in our school. The purpose of the Student Centre is to be a supportive learning environment, which allows timetables to be personalized based on the needs of the students.

Briefly describe the methodology of the study. (What was done, what data sources were used)

For this study, we wanted to gather information around how the Student Centre was used for students to personalize their timetable and if it was an effective use of as a learning space. We used student surveys, report cards, and teacher and principal observations.

Summarize the principal findings. What evidence supports the findings?

During term 1, we were able to offer 30 courses to students and supported students in nine other courses. By the end of the term, 68% of our students had obtained the credit that they had been taking in the Student Centre. Of these credits earned, 50% of those credits where earned by students who had taken their course at least on one previous occasion. Therefore, we can conclude that the Student Centre was able to help students obtain credits, especially the credits students were having difficulty attaining.

Of the students in the Student Centre, we found that the majority of our students attended school at least 80% of the time in the first term (79% of our students had 80% + attendance). We also learned that the majority of these students were engaged at least 50% of the time (54% of the students were usually using their class time effectively and working independently. 58% of the students were usually or consistently participating in class activities.)

According to a discussion with students, the Student Centre provided them the opportunity to take courses for a variety of reasons. These reasons included:

56 VOICE—Pathways to Success

● A compulsory course was not offered in the term where they had to take it. ● They were significantly older than the students who would be taking their course in a regular classroom (for example, a 17-year old taking Grade 9 math). ● They were a returning mature student and wished to have a quieter place to learn. ● They need extra support in a ‘regular’ class.

In the Student Centre in the first term, courses were offered in Math (Grade 9, Essential Math 20S, Essential Math 30S, Essential Math 30M, Essential Math 40S), ELA 20S, Geographic Issues of the 21st Century 20S, History of Canada 30S. We also supported students in Trans Math 10F, Science 20S, Essential Math 30M and 30S, Physical Education 40S, History of Canada 30S.

State the conclusions, action plans, and/or additional research that resulted from the research study.

We were able to conclude that the Student Centre was able to offer students a different learning environment to work on credits. In this environment, we were able to personalize timetables, which allowed students to receive credits. We were also able to conclude that the majority of the students attended school on a regular basis and were usually engaged in their learning. While in the Student Centre, students were able to take their course primarily in the room or were able to receive support for a course taught by another teacher.

Due to the fact that most of the credits obtained this year were in the math area, we are going to look at how to support literacy learning within the Centre next year.

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Inwood School Student Learning Centre—‘The Learning Lounge’

Statement of the problem or the challenge being addressed by the research. (Research questions)

Does the comfort, quality, and versatility of the learning environment affect student engagement, increase time on-task, and support increased student achievement?

Provide a brief description of the context of the research and researchers.

Students at Inwood School are generally happy and trouble free learners who ‘do school well.’ Having said that, anecdotal, observational, and formal data from the TTFM survey tell us that they are not as engaged as we would like. This, in combination with historical evidence around late or missed assignments, some underutilized space within our school (the library), and research around learning spaces and engagement, led us to our project.

Briefly describe the methodology of the study. (What was done, what data sources were used)

In this project, we decided to repurpose and refurnish our library, making it more inviting, comfortable and conducive to learning in general. We replaced many hard/fixed furnishings with softer, more comfortable and flexible arrangements while also increasing access and arrangements to meet the needs of all learners. With this, we also increased access to usable technology in this space. The data used to support this change was both found in educational research and first hand by means of Reimagine Lakeshore learning tours.

Summarize the principal findings. What evidence supports the findings?

Over the past year, we have found that students gravitate to this area whenever possible to work on or complete assignments and research. They also use this space to unwind, reflect and yes, even socialize or engage in recreational technology use as time permits. Having said that, there has not been one discipline issue, damage or concern of any sort in this space. With this space, students have taken ownership of their learning and actions as demonstrated in respectful behavior and far reduced frequencies of missing or late assignments. While all of the evidence at this time is mainly anecdotal, much of my

58 VOICE—Pathways to Success information comes from open conversations with students (usually held in the space).

State the conclusions, action plans, &/or additional research that resulted from the research study.

In conclusion, while it is clearly evident that we have made great strides in supporting and improving achievement and completion levels of our students, because we did not have all of the necessary baseline data, and because we implemented many changes at the same time (learning lounge, increased access to technology, independent student learning period (ISL), BYOD, etc., it is nearly impossible to drill down to most influential piece. In this particular instance, and based on conversations with students, I would have to conclude that rather than being one piece, it is a combination of many that have led to this initial success. As we move forward into next year, we are going to focus on goal setting and achievement to further build on the work that is being done while moving students to the next level, helping them to examine their achievement, their direction and how to achieve success.Action Research Report 2013-2014— Facilities

Alf Cuthbert School—Lanyth Tober Grade ⅞ Classroom

Statement of the problem being addressed

The project was to create a 21st century reimagined classroom that provides for communication, collaboration, and personalization of spaces to support student learning. Repurposing the former computer lab provided the perfect opportunity to relocate the Grade 7/8 classroom to a larger, main level space.

Brief description of the content of the research and the researchers

This project was carried out by Lanyth Tober (classroom teacher) and 24 Grade 7 and 8 students at Alf Cuthbert School (K-8 school; population of 95 students).

Does the new learning space create/promote increased student engagement and empowerment?

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Methodology of the study

The classroom teacher, Lanyth Tober, invited students to imagine what the new learning space would look like and students assisted in selecting worktables, seating, wall color, and wall accessories that would facilitate the best learning environment for themselves.

Focus group conversations were held twice (fall and spring) to gauge responses on student engagement and empowerment. These were led by Lanyth Tober (classroom teacher). Students created a power point video to showcase their new learning space.

Summary of the principal findings

Principal Findings: ● Students felt empowered to participate in the decision-making process. ● Students' opinions mattered, and their voices were heard. ● Students were engaged from the beginning with the planning and designing of the space, which was exciting. ● Students stated that they appreciated their new classroom and got to express their personality in the space. ● Students stated it was/is easier to focus in the comfortable, inviting new space.

Conclusions

Space matters and students value being part of the decision-making process in creating a new classroom.

Students appreciate and look after the space.

Continue to seek out other seating and table/workspace options for students to optimize their learning needs.

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Instruction 2013-2014

Ashern Central School—Krista Byers Alternative Delivery Model (ADM)—Senior Years ELA

Statement of the problem or the challenge being addressed by the research. (Research questions)

Are more non-attenders successful (passing ELA) than previously?

Are there less behavior problems in ADM versus regular ELA?

Does the ADM create deeper and/or more authentic learning?

Provide a brief description of the context of the research and researchers.

Context: After the first semester is over

Researcher: Classroom teacher

Briefly describe the methodology of the study. (What was done, what data sources were used)

Alternative Delivery Model (ADM)—giving students a choice in what they are learning. Students identify how they want to meet outcomes.

Data sources: ● Credit acquisition ● Academic (course) percentages ● # of at-risk reports (beginning and end of semester) ● # of behaviour reports per semester ● Compare reports from previous years ● Teacher stories ● Photos/gathering of projects ● Student self-evaluation ● Student/teacher/principal stories

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Ashern Central School—Jennifer Bjornson & Chelsey Lowry Integrated Curriculum: Canadian Studies & English Language Arts (ICE) in Grade 9

Statement of the problem or the challenge being addressed by the research (research questions) ● Will combining Grade 9 Social Studies and ELA allow the students to achieve the outcomes with a greater depth of understanding? ● Will putting a focus on community and personal leadership create a more cohesive and respectful community of learners? ● Will integrating the Grade 9 Social Studies and ELA improve the students’ reading comprehension?

Provide a brief description of the context of the research & researchers

The Integrated Canadian Studies and English Language Arts (ICE) class was led by co-teachers Jennifer Bjornson (ELA) and Chelsey Lowry (Social Studies) and supported by Student Support teacher Shelley Plohman and EA’s Kayla Szklaruk and Brandy Madsen. The goal was to teach ELA skills in the context of Social Studies content. The research focus was to find out if integrating curriculums could have a positive impact on student learning, engagement, community building.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Methodology:

In ICE we planned to focus on the topics of citizenship, government, identity, diversity, and globalization. Within these topics we taught both ELA and Social Studies skills and concepts through project-based learning, interactive whole- class activities, smaller group work, role-play, as well as through traditional classroom learning. Classroom activities early in the semester heavily focused on building a strong community among the Grade 9 students, which came to Ashern from more than five different schools.

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Data Collection Methods: ● teacher journals; ● student portfolios; ● student survey—Survey Monkey; ● student retention; ● discipline reports; ● credit acquisition; ● standard reading assessment; ● student work and exams.

Findings and evidence

The findings from integrating Social Studies and ELA, and having all of the students in Grade 9 together in one class include: ● The students, as a whole, have expressed that they feel that they are a very close-knit class, and they give much credit to the ICE class for this. Through Survey Monkey, most students indicated that they felt that the focus on community and personal leadership created a more cohesive and respectful community of learners, as has had a lasting effect for the remainder of their Grade 9 year. ● Integrating these subjects has allowed us to utilize a ‘team’ of teachers and support staff that had a dramatic effect on the students in the class. The increased number of adults in the classroom made it possible to more effectively monitor student progress and homework completion, as well as absences and lates. The decrease in discipline reports related to being late to class and in-complete homework showed clear evidence that the team had a positive impact on this aspect of student behavior. In addition, credit acquisition was 100% for Social Studies through the integration of curriculums and 94% for ELA. ● For some topics, students were able to achieve the outcomes with a greater depth of understanding through project-based learning. This was demonstrated during the projects themselves, but also through students’ reflections on the project and their learning related to their involvement.

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● The Standard Reading Assessment showed little proof that the integration of curriculums had a positive impact on students’ reading comprehension skills.

Conclusions

Through our work with the integration of English Language Arts and Social Studies, we have concluded that outcomes may be achieved to a greater depth of understanding when students are engaged in authentic learning activities and project-based learning.

The integration of curricular areas likely has less of a direct impact on achieving a strong classroom community, rather bringing all students from Grade 9 together and really focusing on creating that sense of community is what has the larger impact in this domain.

We feel that the integration of Social Studies and ELA still has the potential to allow for improvement of student reading comprehension skills, using a variety of flexible groupings and high-interest, at-level reading material. This is an area that we feel we will need to further explore in the future, and continue to gather additional data.

Lundar High School—Leanne Dubowits & Nicky Little The Importance of Identity—Grade 9 Integrated Social Studies and English Language Arts Unit

Statement of the problem or the challenge being addressed by the research. (Research questions) 1. Does integrating Social Studies and ELA deepen the understanding of the topic of ‘identity’?

2. Will students be more engaged in lessons if the classes are integrated?

Provide a brief description of the context of the research and researchers.

Leanne Dubowits teaches Grade 9 Social Studies, and Nicky Little teaches Grade 9 ELA at Lundar School. In the past, we both taught separate units on the topic of ‘identity’. The ELA unit focused on the importance of a teenager’s identity, while the Social Studies unit focused on the importance of Canadian identity. In

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December, we decided to do an integrated Social Studies and ELA unit on The Importance of Identity with two classes of Grade 9 students.

Briefly describe the methodology of the study. (What was done, what data sources were used)

During the unit, we used classroom observations, summative assessments (an essay answering the essential question, “How important is identity in our society?”) and a student self-assessment completed by 24 students as data sources. A month after the unit ended, the principal completed a small-group conference with three students which was also used as a data source.

Summarize the principal findings. What evidence supports the findings?

We found that students were more engaged with the classes being integrated. Classroom observations confirmed that students were participating in group discussions and lessons more than in previous units. On student self-assessment surveys, 71% of students (17 out of 24 students surveyed) rated their engagement throughout the unit as 7 or higher on a scale of 1-10. Meanwhile, only 12% of students (3 out of 24 students surveyed) rated their engagement as 4 or lower.

Through the summative assessments, we found that most students were able to answer the question, “How important is identity in our society?” by discussing the importance of a teenager’s identity and also the importance of the Canadian identity.

In a small-group conference a month after the unit ended, students reiterated that they enjoyed the integrated unit. Although they fondly remembered many of the lessons, the students found it challenging to answer the question, “Why is it important to study identity in our society?” without prompting.

State the conclusions, action plans, &/or additional research that resulted from the research study.

Students were more engaged in the integrated unit than in prior units of study. Although most students were able to answer the essential question, “How important is identity in our society?” during the summative assessment, more follow-up will have to be completed to ensure that students remember the importance of identity long after the unit ends.

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Due to the positive results of the integrated unit, Grade 9 Social Studies and ELA will be integrated throughout the 2014/2015 school year at Lundar High School.

Technology 2013-2014

Ashern Central School—Jennifer Bjornson & Chelsey Lowry iPads in ICE

Research question

Will integrating technology (specifically iPads) into our ICE class increase the quality of student learning?

Context

We used the iPads in our Grade 9 Integrated Canadian Studies/ELA class. We had approximately 20% of our students repeating the course. We had two co- teachers, one student support/resource teacher, two educational assistants and one student teacher as adult members of our team. In September, we had 42 students.

Methodology (procedure and data sources)

We received 20 iPads to be used in our class. We had about 40 students, which allowed us to use them on a one-to-one basis for some activities (when our class was split) and sometimes in a two-student-to-one-iPad situation.

We attempted to use the iPads to do a variety of projects including making some small movies and slideshows, creating photo books, doing research, and filming interviews.

We collected data using the following sources: ● Teacher Reflective Journals ● Observations ● Student work ● Photographs

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Findings and evidence

We found having iPads available to students has the potential to: ● have students experiment with movie making and film techniques, such as camera angle videos (student work), iMovie project on regions of Canada (student work), teacher’s iMovie project on the 7 habits (teacher lesson); ● increase student engagement by photos of at-risk students engaged in an activity (photo); observations in the journal (journal); ● allowing us to do authentic project work, such as a class photo book of names/meanings (student work); ● allowing students to share work using an alternative presentation mode, such as videos of partner interviews instead of live/written presentations; and ● have the Internet available to all students within the classroom, e.g., WE DAY projects.

Themes

Theme 1:

Technology must WORK for it to be effective. ● Even the smallest ‘glitch’ can cost a lot of time in the classroom and cause students to lose focus. ● We observed that when the technology was not working well (i.e., network is down, not having iPad passwords, not being able to install apps) both students and teachers became frustrated, halting learning in lieu of trying to troubleshoot technological problems.

Theme 2:

Technology must be set up well for it to be conducive to classroom/group work. ● Projects weren’t able to be submitted to teachers. (Files too large to email, too many projects to manually upload to computers using cords.) ● This was not an easy way to share student work or gather it in one place.

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Theme 3:

Teachers’ planning needs to consider how to integrate the iPad as an important part of the project and not just an ‘add-on’. ● In some cases, laptops would have been the better choice for the work, but as they were unavailable, we defaulted to the iPads.

Theme 4:

For some students, the iPads enriched learning, for some they were distracting. ● In general, higher achieving students were able to use the iPads more effectively as they focused on their learning goals. ● Students who had access to iPads/iPods at home were sometimes less likely to become distracted. ● Some sites and games could be blocked in an academic environment to make the temptations less for students.

Theme 5:

The potential for students to do interesting and in-depth work exists. Some at- risk students engaged with the iPads when a textbook might not have worked.

Conclusions

We concluded that, in general, iPads did not increase the quality of learning in our ICE classroom. While some novel creations came from the iPads, in general, we were not prepared to use them effectively.

We appreciated the opportunity to try out in-class iPads in a real classroom setting. We concluded that in most cases, our preference for in-class devices would be student laptops, supported by student-owned devices like iPhones or iPads. Student-owned devices allowed much more autonomy and flexibility.

We would like to continue learning about apps, which might be useful for us in the classroom. We will continue to talk with students about which apps they find useful, and keep trying to integrate iPad/iPhone technology where it might enhance the students’ learning experience.

Perhaps the most surprising finding was how emotionally invested we were with the iPad integration. We really had hoped it would revolutionize our teaching

68 VOICE—Pathways to Success and learning, and that we would be improving our students’ experiences in the class. When that did not happen, we felt discouraged, frustrated, and certainly inadequate some days. The human side to the technology experiment was unanticipated and surprised us.

We feel strongly that device-integration in the classroom should happen organically and when needed. In some cases, we felt like we were trying to ‘insert technology’ onto a lesson plan just for the sake of doing it, which certainly did not work. Perhaps our favorite use of the iPads was simply for student research and reading. While not especially innovative, it was a practical and successful activity. We would welcome the chance to have devices in our students’ hands, when and where we need them.

Alf Cuthbert School—Carrie Granberg Novel Study/Blogging Project

Statement of the problem or the challenge being addressed by the research. (Research questions) 1. Will blogging with a global audience engage students? Will it deepen their understanding text? 2. Will blogging help students connect with students in other schools?

Provide a brief description of the context of the research and researchers.

Shannon Keeley and I decided to use blogging as a way for students to respond to a novel read aloud in class. We chose the same novel to read and planned how much we would read each day as well as a focus for each blogging response. Students would post blogs and comment on each other’s blogs from both classes.

Briefly describe the methodology of the study. (What was done, what data sources were used)

I used observations and exit slips to evaluate student engagement. I used a rubric to evaluate their responses and compared their blogs to their traditional responses in their journals. I used a frequency tally to record how often they responded to students in other schools as well as an exit slip to determine if students were making new friendships.

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Summarize the principal findings. What evidence supports the findings?

Students were definitely excited to blog as opposed to writing in their journals. Students were excited to share ideas and opinions. They were also interested in making sure that their writing was correct. After reminding students about varying their responses, I did see an improvement in their responses, especially since they had samples right there to use. I did find that the responses still were quite simple. Kids were more interested in writing short comments. In comparison to their response journals, I found the blog responses to be much more meaningful and authentic. Students did not really form new friendships through the project.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Blogging is definitely something I will continue to use in my classroom; I will look to other ways I can use blogs to enhance my students’ work next year.

Alf Cuthbert School—Carrie Granberg iMovie Project

Statement of the problem or the challenge being addressed by the research. (Research question)

Will students learn about filmmaking using iMovie?

Provide a brief description of the context of the research and researchers.

Students would work together as a class to create an iMovie that would model the process they would follow. Then they would create their own iMovie.

Briefly describe the methodology of the study. (What was done, what data sources were used)

I used a rubric to evaluate the movies and exit slips and observations to determine engagement.

Summarize the principal findings. What evidence supports the findings?

In order to teach the students the steps involved in making a movie, I made one with the whole class as a model. This did teach them the steps, but in hindsight,

70 VOICE—Pathways to Success it took too long. I needed to pick a shorter project that did not seem so daunting. As a result, many students skipped some steps just to get to the fun part. They were engaged, but I did not feel that they fully understood the elements of filmmaking.

State the conclusions, action plans, and/or additional research that resulted from the research study.

I think I would use iMovie in the future, but having students work in groups made it very difficult because not all the students had the same permissions. I would look at students creating individual projects.

Fisher Branch Collegiate—Patricia Witzke, Lindsay Gorman, Wayne Kochan, & Amanda Bouchard Middle Years Literacy Groups

Statement of the problem or the challenge being addressed by the research. (Research questions)

The faculty at Fisher Branch Collegiate have been interested in using technology to foster student engagement and increase the overall achievement of final products. However, a concern was expressed about using technology in a way that deepens student understanding. The purpose of this study was to help us understand if using technology in multi-age literature circles will develop critical thinkers? If so, how?

Provide a brief description of the context of the research and researchers.

Fisher Branch Collegiate is a community school offering Grade 5-12 programming for 137 students. The study team consisted of four middle years teachers, Grades 5-8.

Briefly describe the methodology of the study. (What was done, what data sources were used)

During an eight-week period, students from Grades 5–8 were split into multi-age groupings based on their choice of books. Students read books and shared ideas for the first four weeks; then they were given general criteria for a final project to show their understanding. Students were given a choice as to how to demonstrate their learning. Technology was an option. Students were given four

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weeks to prepare their final projects, and the culmination was a sharing with students from the other groups.

A rating scale was used to assess the degree of student engagement. In addition, a student survey was conducted to gather data on the project from their perspective. Teacher anecdotal data and observations were gathered through the use of journaling and teacher reflection.

Summarize the principal findings. What evidence supports the findings?

The data reflected that overall, students appreciated the variety and choice presented with the literacy groups. The three principal findings were as follows: 1. Overall, student engagement ratings were 69%, meeting expectations for engagement or higher. 2. Overall, 40% of students felt they exceeded expectations with their final projects. 3. Student responses indicated they liked the choice and wanted more.

When students were asked to reflect on what motivated them to make decisions about their final projects, the theme of ‘ease’ emerged across grades very strongly.

State the conclusions, action plans, and/or additional research that resulted from the research study.

The middle years teachers were interested to see the results of the student surveys. Overall, the faculty felt the engagement levels were higher than average during the literacy groupings and the engagement rating scale results supported this observation.

The faculty felt the element of choice was also motivating to the students, and the student survey results also supported this theme. However, we wondered as a staff why the students desired more choice? As students reflected on their rationale for choosing their projects, it was concerning to note that many chose based on what would be ‘easy.’ Therefore, we are not convinced that the use of technology with choice necessarily fostered the critical thinking we had anticipated. It is important to note that a small number of student responses seemed to indicate a higher commitment to their final product, but these were from high-achieving students. However, it was observed that students who often struggled with behavior and focus in more traditional classroom settings

72 VOICE—Pathways to Success thoroughly enjoyed and seemed to thrive with the increase of choice and use of technology.

The teachers debriefed and discussed ways to use these findings in the future planning to support literacy at Fisher Branch Collegiate. Students and staff seemed to agree that overall, the project was worthwhile and there was an overall agreement that we should continue with this project in some form in the future.

The middle years teachers, with the support of administration, have decided to put in place specific time tabling next year to provide an opportunity to continue using technology to assist with literacy support in the middle years. We are hoping to use this time to continue with a similar project, perhaps using exemplars for student work to clarify expectations for final products.

Fisher Branch Collegiate—Patricia Witzke, Lindsay Gorman, Wayne Kochan, & Amanda Bouchard Middle Years Numeracy Project

Statement of the problem or the challenge being addressed by the research. (Research questions)

The faculty at Fisher Branch Collegiate have been interested in using technology to foster student engagement. However, concern was expressed about using technology in a way that deepens student understanding. The purpose of this study was to help us understand if using technology in our middle years math classes would motivate and engage our students. Is student engagement increased in numeracy with the use of technology? Does technology use in math foster more independent learners?

Provide a brief description of the context of the research and researchers.

Fisher Branch Collegiate is a community school offering Grade 5–12 programming for 137 students. The study team consisted of four middle years teachers, Grades 5–8.

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Briefly describe the methodology of the study. (What was done, what data sources were used)

A rating scale was used to assess the degree of student engagement. Teacher anecdotal data and observations were gathered through informal discussions to debrief the sessions.

Summarize the principal findings. What evidence supports the findings?

The data reflected a relationship between the use of technology in the math class and student engagement. The five main findings were: 1. In the Grade 5 class, there were 56% of students meeting engagement expectations or higher with technology use. 2. In the Grade 6 class, there were 79% of students meeting engagement expectations or higher with technology use. 3. In the Grade 7 class, there were 79% of students meeting engagement expectations or higher with technology use. 4. In the Grade 8 class, there were 74% of students meeting engagement expectations or higher with technology use.

Overall, middle years teachers reported they observed an increase in engagement in their math classes when using technology to assist with student learning.

State the conclusions, action plans, and/or additional research that resulted from the research study.

The middle years teachers were interested to see the results of the student engagement surveys. Overall, the faculty were surprised to see the lower engagement with the younger students, but interested in the reported increase in the Grade 6–8 classes. The teachers debriefed and discussed ways to use these findings in the future planning to support Numeracy at Fisher Branch Collegiate.

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Lundar Early Years School Integrated Study on India

Statement of the problem or the challenge being addressed by the research. (Research questions)

Will using iPads in classroom increase student engagement?

Will using iPads promote critical thinking?

Provide a brief description of the context of the research and researchers.

Grade 3 and 4 students used the apps Book Creator and i-nigma (QR code reader) to create travel journals about a virtual trip to India.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Using QR codes, students watched videos and looked at maps and information for various websites about India.

Students then used the app Book Creator to create a travel journal.

Students created and used a Rubric to guide their journal making.

Data collected:  Teacher journal  Student survey (Survey Monkey)  Student work  Rubric  Pictures

Summarize the principal findings. What evidence supports the findings?

As students became more familiar with the app Book Creator, they became more independent. Most students remained on-task while using iPads and appeared to enjoy the project.

Student quotes regarding engagement:

“It was fun and cool. You got to make your own book.”

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“It was fun. You got to look at things you might not get to see.”

“You got to invent your own pictures and colour things on Book Creator.”

“It was fun, and you can learn lots of stuff.”

“This was my first time to have an iPad to myself, and it was fun.”

“It was a great experience, and I think other kids deserve to have as much fun as I did.”

Student quotes regarding critical thinking:

“Hard to come up with words. It was really fun, like you got to write about whatever you learned. I got to write what I thinked [sic] about.”

“It was hard, and I didn’t get a lot done because you had to keep thinking of connections to India.”

“It gave me lots of ideas. I have never seen a thing like that before.”

Only negative responses about the project had to do with connectivity. Students would lose interest when they were booted off the Internet, which happened often.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Students appeared to have enjoyed the project. They gained many technology skills using the iPads. The quality of writing in the journals was good. Using the student created rubric helped with this. Students took great pride in showing parents the journals they had created. Student engagement was exceptional except when we lost connectivity. That was very frustrating for everybody. Students were sad to see iPads go.

End reflections from Journal:  Saving projects was very time-consuming. This would not be a reasonable use of time as a teacher to do this; it was extremely frustrating.  Next time, I would have kids create some of their own QR codes as they would discover their own India not just my ideas.  Survey Monkey worked well with the students. Good tool for reflection.

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Alf Cuthbert School—Barb Yanke & Lori Emilson Making Book Trailers with iPads with Independent Writing and Artwork

Statement of the problem or the challenge being addressed by the research. (Research questions)

The project was to include learning to use iPads and then completing a book trailer about a book of the student’s own choice. They would use a trailer template from iMovie as well as independent writing and some of their own artwork illustrating parts of the book.

Provide a brief description of the context of the research and researchers.

The project was carried out by Barb Yanke with the assistance of Lori Emilson. The class consisted of 16 Grade 3 and 4 students at Alf Cuthbert School (K-8 school, population of 95 students).

Briefly describe the methodology of the study. (What was done, what data sources were used)

Lori led an introductory lesson on using the iPads in December 2013. She committed to a week in January to help with the project. Children chose a book they wished to represent. They used the iMovie app and picked a trailer appropriate to the book. They had to take pictures, create illustrations, and write text to complete their trailer. Some also created puppet shows and videos to use. Barb Yanke rated the completed trailers using a rubric and students completed an exit slip when the trailers were finished.

Summarize the principal findings. What evidence supports the findings?

Children quickly became comfortable with the technology. All the children could use the technology to achieve the desired results in their trailers, taking pictures and editing them, and creating videos if necessary. It was interesting to note that a large percentage of the children said the hardest part was the text writing. Using a limited amount of words to express their understanding or interest in the book took some thinking.

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State the conclusions, action plans, and/or additional research that resulted from the research study.

In conclusion, I would be excited to do another project with iMovie technology. After the trailers were completed, I think these children could make their own movie without the template. Even children with difficulties (writing or learning) could create a trailer with support. Children are confident and can work independently with technology to create quality projects. Teachers who are not very knowledgeable about technology can use these apps to enhance their instruction and children’s learning.

Children are absolutely fearless about trying new things with technology, and this helps the teacher be more comfortable as well.

Lundar School—Philippe Lajoie Use of Technology (iPad) to support a Flipped Classroom Environment

Statement of the problem or the challenge being addressed by the research. (Research questions) 1. Does using technology (iPad / LMS) increase student engagement and learning in the context of a Flipped Classroom Environment? 2. Does the use of technology (iPad/LMS) support the application and implementation of a Flipped Classroom Environment?

3. Does the use of technology (iPad/LMS) allow for greater independent learning?

Provide a brief description of the context of the research and researchers.

The research was conducted by a senior high science teacher at Lundar School. Two classes were involved in the action research.

As part of an initiative to implement a flipped classroom model into a Senior 1 Science program, an opportunity to incorporate the use of 20 iPad tablets over a ten-week period was made possible by Lakeshore School Division in conjunction with Brandon University. The flipped model had been implemented into a Senior 4 Biology course two years before. The aim of the initiative was to introduce the flipped classroom model slowly into the lower level science courses with the aim of developing greater independent learners and to prepare them for a fully

78 VOICE—Pathways to Success flipped environment at the higher grade levels. In addition to the iPads, a Learning Management System (BlackBoard Learn) was explored as a means of managing the flipped classroom environment. The aim was to integrate both technologies over the ten-week period to determine the effect on student learning and engagement and whether it would be effective in supporting the flipped classroom model.

Briefly describe the methodology of the study. (What was done, what data sources were used)

The study was conducted over a ten-week period at the beginning of the 2nd semester. Initially, it was to be conducted using two homogeneous groups of students with varying academic abilities. One would act as a control (traditional classroom format with only limited access to laptop computers) while the other classroom would be flipped using the iPad and LMS. This, however, had to be scrapped to accommodate the needs of another discipline’s requirements. The two heterogeneous classrooms that arose negated the initial focus of the study and the decision to flip both classes was made. The study was forced to take on a different direction.

The following briefly summarizes the general methodology of the study: 1. All the students were introduced to both the use of the iPads and the LMS. (The divisional technology consultant demonstrated the basic functions of the iPads). The teacher instructed the students on how to access and use the LMS (BlackBoard Learn). 2. The students were instructed on the use of Cornell notes as a method of taking notes and as an effective means of actively studying. This process was modeled over several days. 3. The students were instructed on how to view and take notes using the podcast lecture videos that were loaded onto the LMS. 4. The students were shown how to maneuver around the LMS and how to access the videos, assignments, text materials, and quizlets. 5. Additionally, the iPads were to be used to access alternate online learning resources such as web quests, simulations, tutorials, and quizzes. 6. The iPads were used in class to ensure the students were familiar with the technology and LMS platforms before moving the video lectures outside of the classroom.

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7. A daily routine was to be established whereby the students would view the lectures outside the classroom, take notes or answer questions on the video, take part in a 10-15 minute review of the material in class the next day, and to work on a learning activity with the teacher there to help facilitate their learning. Those students that comprehended the material could move directly to the learning activity while those students that were still struggling with the material could spend more time interacting with the teacher before proceeding to the assignment. The students were also required to log onto a quizlet for 10-15 minutes to assist in developing their vocabulary development.

The method of data collection included teacher observations of the students and a student survey (Survey Monkey) that was completed by the students at the end of the study. Observations were made on student engagement and learning, the use of the technology and whether it supported the implementation of the flipped classroom environment. More formal assessments of the students’ success under the flipped model was not entertained as the two groups were not homogeneous and were of varying size and ability. A control could not be established to make legitimate comparisons between the flipped model and the traditional classroom.

Summarize the principal findings. What evidence supports the findings?

Study Question 1: Does using technology (iPad/LMS) increase student engagement and learning in the context of a flipped classroom environment?

Based on personal observations, the students were found to be more engaged in the learning assignments and showed greater ‘on-task’ behavior when using the iPads and the LMS. Students viewed the videos, took notes and when asked to read the text material, they did so. One advantage noted was the use of the text- to-speech function on the iPad. The students that would normally struggle with the complexity of the text used this feature regularly. The students enjoyed using Quizlet to study their vocabulary because it offered a variety of options for reviewing terms and definitions. They were engaged in this activity and often competed with others. Students were regularly encouraged to seek alternate sources to complete their assignments using the iPad. Difficulties did arise when specific tutorials and simulations were used and were not compatible with the iPad. Many students were frustrated with this issue (as well as the teacher).

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Turning to the student survey and their responses, 57% of the students found that they were mostly engaged to very engaged in the learning activities using the iPad while 37% indicated that they were somewhat engaged. It is interesting to note that perceived engagement increased if the students were given the option of using a laptop computer (67%) or if allowed to select the technology of their choice (73%). 72% of the students stated that they found themselves mostly to always on-task when using the iPad technology. 68 % of the respondents would mostly to always like to use technology more often during their learning. Most of the students found the use of technology enjoyable when exploring and applying it to their learning (63% found it most enjoyable to very enjoyable).

Study Question 2: Does the use of technology (iPad/LMS) support the application and implementation of a Flipped Classroom Environment?

It is important to note from the start that implementing the flipped model took longer than expected. Considerably more front loading was required than first thought in order to ensure the students were comfortable with using the iPads and the LMS. Further, instruction and modeling of how to effectively view the videos, take Cornell notes, study actively, and use the Quizlet hampered early initiation of the flipped model. Most of the students’ work was completed during class time within the ten-week period. Students were provided with time in class to view the podcast lectures. General classroom observations were therefore limited to what was done during class.

Based on what was observed, both the iPads and LMS would be effective tools in implementing the flipped model. The technology would allow the students access to all of the course materials online, 24 hours a day, seven days a week, provided they had access to the Internet. Alternative access to the videos could be provided on flash drives or DVDs. The LMS also provided the teacher with the ability to monitor the student’s academic progress as well as their online engagement with the materials. It allowed for easy setup of materials (video lectures, assignments, quizzes, discussion boards, announcements), and facilitated teacher-student, student-teacher, and student-student interaction. The students were able to easily access the LMS (when the Internet connection worked—a major problem during the study period) using the iPads and were able to maneuver around the platform’s functions with little difficulty. Later (after the ten weeks were up) students did and were able to access the material outside the classroom on their own devices. Several issues arose with the iPads

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that were not anticipated. First, they were not able to access or run the simulations and tutorials selected as learning activities due to the technologies incompatibility with Adobe Flash. Second, the students could not save their work on the iPad because they were being shared and external storage devices are incompatible with this technology. Downloading the students work onto the teacher laptop would prove difficult and time-consuming. In addition, the technology could not accompany the students outside of class to fully make use of the video lectures and the LMS. Finally, although the students could access and view all of the materials on the LMS they could not download the assignments nor save their work directly to the LMS. It is important to note that when selecting the technology to be used (iPad) the purpose must be kept in mind. As an app-based platform, the iPad is an effective tool for viewing, sharing, demonstrating, and creating. In this study, it presented some unforeseen issues but, nonetheless, would be effective in a flipped environment.

From the student surveys, several questions were asked related to the use and function of both the iPads and the LMS. Most students did not have too much difficulty with the use of the iPad in accessing and maneuvering through the LMS. 58% of the respondents found the iPad mostly to always useful when accessing BlackBoard Learn, while 63 % of the students stated that they found it somewhat easy to very easy to move from section to section in BlackBoard Learn using the iPad. Some students indicated that they had some difficulty accessing the instructional videos using the iPad, but this may have less to do with the technology and more to do with where the teacher located the videos. While 27.6% found it somewhat difficult to access the videos, 69 % found it somewhat easy to very easy to do so. Most of the students found iPad useful for watching the podcasts and instructional videos (90%), completing assignments (63% somewhat to very useful), reading text and viewing diagrams (77% found it mostly to very useful) and finally using the text to speech feature of the iPad (53% found it mostly to very useful). It would appear that the data tends to support the usefulness of this technology to support the flipped environment. Once again, it is important to match the technology to the purpose.

Study question 3: Does the use of technology (iPad/LMS) allow for greater independent learning?

Based on my preliminary observations I would have to state yes to the above question. Although the classroom was arranged to promote collaboration between the students, the students were often engaged in activities that

82 VOICE—Pathways to Success required independent work. The iPads were used to access information and to seek answers to questions through independent research, readings, and tutorials. The teacher no longer was the sole source of their learning but became a facilitator of their learning. The students spent less time listening to the teacher lecturing at the front of the class and more time doing and collaborating with their classmates. The iPads and the learning materials located on the LMS provided the backbone for engaging them in their learning. They were encouraged to explore other sources to complete their assignments and to work independently on developing their understanding of the scientific vocabulary introduced during class by accessing the Quizlet program. Many of the students used this program at home to help them learn the key terminology used in the unit.

The students found the iPad to be a useful tool most of the time when applied to their studies (58%). Most would prefer to use technology more often during their learning (68% mostly to always) while 63% found its use to learn and explore mostly to very enjoyable.

State the conclusions, action plans, &/or additional research that resulted from the research study.

Based on the qualitative data, I believe that the use of technology inside and outside the classroom promotes student engagement and independent learning. Technology effectively supports the implementation of a flipped classroom model. An appropriate amount of time must be spent front-loading to ensure the students learn how to operate and use the technology and develop the relevant skills required to be better independent learners. Students should be given the opportunity to choose the technology that fits their needs best (e.g., iPad, Android based platforms, laptops, smartphones, etc.). It is always important to fit the technology to the purpose. The iPad may not have been the best technology to use during this study; a laptop might have been more useful. The LMS shows promise as a means of setting up course programming that includes podcast lectures, assignments, tests, avenues for communications, etc. This can all be monitored by the teacher. Further, this provides the students with the ability to access the course from anywhere where a link to the Internet can be established. The students enjoyed the use of technology in the classroom and as a tool to enhance their engagement and independent learning skills. All students need to be able to have access to some form of technology and the Internet to implement the flipped classroom model fully. Finally, the technology

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that is used is only effective if the network that is being used is both compatible and consistently functions properly.

Further studies for implementing technology into the classroom need to be explored. More studies need to be done on how to incorporate more technology into the classroom effectively. The flipped classroom model needs to be studied more to determine its effectiveness in developing independent learners. Does the philosophy support better achievement in class? A quantitative study augmented with qualitative data needs to be administered to determine if there is any significant difference between the traditional approach and the flipped model. Two classes that are both homogeneous in their ability, size, and structure need to be used to ensure that the study provides data that is reliable and unbiased in its nature. Time needs to be provided to effectively plan, execute, and analyse the data. Learning Management Systems need to be explored further particularly in the context of the flipped classroom. BlackBoard Learn could be effective for credit recovery purposes allowing for credit acquisition over a longer period of time (mastery learning/meeting student’s individual learning needs). It would also assist the school’s goal of providing students that do not function well in a formal classroom environment or for one reason or another do not attend class regularly with an education.

Facilities 2014-2015

Alf Cuthbert School—Carrie Granberg 5/6 Classroom/Arts Room

Purpose/Research Question(s)

Will flexible seating create better flow and atmosphere while accommodating the different classes that come for Arts?

Will different storage areas lessen the distractions for students?

Will alternate seating to accommodate different learning styles improve student learning?

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Indicators  Sustained work times.  Less teacher intervention to keep students on-task.  Less fidgeting.  Better student focus during teacher instruction and discussions.  Improved communication and discussions in group activities.

Data Sources

Data Source 1—Observations (checklist)

Note: I wish I would have created and implemented a checklist in June before the classroom was remodeled so that I could compare; however, this was not done so these observations are subjective observations I have made.  I thought specific students (those who have difficulty focusing) would be the ones most drawn to the wobble stools and rocking chairs. I was surprised to notice that most of the students alternate between the different seating choices and areas.  I do believe that students have increased the time they work independently with fewer teacher interventions.  Students are better focused during teacher instruction and discussions; however, this largely depends on engaging content, appropriate questioning, and student accountability.  There are fewer distractions at the round tables now that we have the storage containers; however, I had to adjust to the movement of the wobble stools and rocking chairs.  Even though the different classes I teach are similar in size, it is much easier to accommodate the different classes that come to my room— they can simply grab a chair and join a table.  Substitutes have come into my room and exclaimed how warm and inviting my room is.

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Data Source 2—Student Exit Slip (reflections, completed in October)  “I’m excited about the rocking chairs because I learn better when I’m moving.”  “I really like how the paint turned out.”  “I like the couch to read on.”  “The wobble stools help me because I can’t sit still.”  “I think the book box shelf is cool.”  “It’s awesome that there’s a lot more room.”  “The floor looks great!”  “I’m glad the old sinks are gone and the walls are painted.”  “I like the color red. The book boxes are awesome.”  “I read better when I’m comfier…now all we need is a class pet!”

Note: Survey done February 11, 2015. I asked the students to reflect on the classroom now after they have had a few months to experience the new room.

12/14 kids prefer the round tables:  “I like the round tables better than individual desks because everyone can face each other while we’re talking. It is also easier to work on group projects because we are all sitting close and each desk is not at a different height.”  “I don’t like the round tables because they are wobbly and crowded.”

11/14 kids like the new book boxes:  “I didn’t like the new book boxes at first, but I noticed that I focused better without stuff in my desk.”  “I like having my materials at my desk better; I don’t like having to go to the book boxes to get my stuff and the book boxes get messy.”  “I find it easier to find my stuff with the new book boxes; they are also easier to clean.”  “I like the couches for reading on; the round tables or the stand-up station for writing; and the partner desks for sharing.”  “The rocking chairs and wobble stools help me concentrate better.”  “I like being able to choose where I want to work.”

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Data Source 3—Teacher Journal

Flexible Seating:

I have noticed that the round tables are more conducive to discussions as well as group work, especially science projects. The new paint and flooring have created a clean, new fresh appearance…it even smells better now.

Storage Areas:

With the new storage containers, students have fewer distractions at their desk and the Grade 7/8’s are not taking things that do not belong to them. The clear tubs, located near the door, allow the teacher to check for student materials.

Alternate Seating:

Round tables allow for student group work and discussion but are quiet areas during independent work time.

Partner desks/talking tables:

When students need to discuss a book they are reading or a writing piece they are working on, they must go to the talking tables. This reduces the noise in the room and keeps students engaged in their work.

The teacher conference table allows the teacher to meet with individuals and small groups while being able to monitor the rest of the class.

Rocking chairs/wobble stools allow for those who need movement to do so in a less conspicuous way.

Chair/sofa provide a great way for students to be comfortable during reading as well as provide alternate areas for discussion.

The stand-up station is a great place for teacher demonstrations, such as science experiments as well as independent work areas for students.

Final Note: I knew that the students would be excited about their new classroom, but I did not anticipate how this new room would affect me. The changes in my room have had such a positive effect on me that I find my excitement and energy levels at an all-time high. I find myself rejuvenated and eager to come to class.

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Ashern Central School Greenhouse Project

Statement of the problem or the challenge being addressed by the research. (Research questions)

Will student participation in both building and using a potting shed increase their engagement and interest in sustainable development?

Provide a brief description of the context of the research and researchers.

As part of our larger learning garden project, our students will be involved in building a potting shed, which will be attached to the greenhouse. The purpose is to create an environment for experimentation and learning around vegetable gardening for sustainable development.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Our goal of building the potting shed is still in the development phase. We will be able to better report on the methodology of the study related to student engagement with building the potting shed once this phase of the project is complete. The potting shed completion is expected for the fall of 2015.

Summarize the principal findings. What evidence supports the findings?

While the findings of the research related to the potting shed have yet to be completed, the student interest in backyard gardening was evident in the number of students in the school who chose to take home vegetable plants from the greenhouse. Students expressed interest in sustainable development related to growing their food close to home. The students in the gardening club were fully engaged in planting and caring for the plants in the greenhouse, as well as during the planting of vegetable gardens at the seniors’ homes in Ashern.

State the conclusions, action plans, and/or additional research that resulted from the research study.

It is expected that with improvements to the learning garden, including completion of the potting shed and landscaping project, student engagement will only increase.

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Fisher Branch Collegiate—Matt Colpitts Greenspace/Outdoor Classroom

Statement of the problem or the challenge being addressed by the research. (Research questions)

How does creating the educational green space facility change or improve upon facilitating a higher quality learning while increasing student engagement?

Provide a brief description of the context of the research and researchers.

Our aim was to determine if we could facilitate a more engaged and practical learning experience through designing, researching and constructing an outdoor classroom/greenspace area.

Briefly describe the methodology of the study. (What was done, what data sources were used)

We had discussions amongst ourselves as well as surveying students, teachers, and administration to determine the school’s needs and desires for the space. Additionally, we would discuss at the end of each class how these practical experiences and processes benefitted both the students experience learning as well as the school and community as a whole.

Summarize the principal findings. What evidence supports the findings?

We found that in creating a practical and realistic situation, where the students were in control of designing and constructing the elements of their own space, the students were extensively more engaged and invested in their learning experience. Improved marks, interest, and the students own commentary served as evidence.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Giving the students a real design scenario while allowing them to work through it and come up with their own solutions created a more practical and engaging learning environment that the students thrived in.

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Ericksdale—Chris Hunt & Amie Whiteside Early Years Shared Space

Statement of the problem or the challenge being addressed by the research. (Research questions)

No shared, communal space to facilitate a team-based teaching style, with a focus on literacy, and to allow collaboration between all students in the Early Years.

Provide a brief description of the context of the research and researchers.

The Early Years lacked a shared common space to provide collaboration between classes. We have varying amounts of teaching experience but are all fairly new to Early Years. Last year, one teacher was involved in transforming a space in middle years into a common group space.

Briefly describe the methodology of the study. (What was done, what data sources were used)

We collected data about who was using the common space and for what purpose using a checklist. We kept anecdotal notes. We also asked students to discuss their feelings about the space and recorded this. We also kept journals about the process.

Summarize the principal findings. What evidence supports the findings?

We found that the room was in constant use by all Early Years teachers and classes including whole-group, small-group, and work with individual students. Multiple classes used the space at the same time, both collaboratively and independently. Anecdotal notes and student interviews and feedback supported that this shared space is a place that provides a quiet, focused place for students to engage in learning. The room also provided a space for the learning support teacher to work students. A variety of evidence collected points to the space promoting student learning and engagement amongst our students.

State the conclusions, action plans, and/or additional research that resulted from the research study.

We concluded that the creation and use of the common shared space had a demonstrably positive effect on community and inter-class development, as well

90 VOICE—Pathways to Success observably promoting student learning and engagement through the use of this wonderful new physical resource to the Early Years wing. The success of this shared common space began a larger process of developing the physical spaces of the Early Years wing to make them more student-friendly. Processes that added new and differentiated types of seating, work areas, and decorative pieces to the shared common space were applied to the hallway area, nooks and crannies, and washrooms. We hypothesise that, like the common space, this work will be a benefit to student learning and community building, and hopefully lead to other Action Research Projects spearheaded by Brandon University.

Lundar Early Years School—Lorna Johnson Alternative Furniture and Impact on Learing

Statement of the problem or the challenge being addressed by the research. (Research questions)

Students are constantly moving in a regular chair. They kneel on the chairs, lay across the tables, rock backwards on two legs, rock the chair on its legs or stand up. I also noticed only three students out of 17 could sit in their chair and put their feet on the floor. This becomes a problem for fine motor control.

Would furniture that allowed the students to move have an impact on focus? Would it make a difference to fine motor control?

Provide a brief description of the context of the research and researchers.

The purpose of the research was to determine if there was an impact on focus and fine motor control when different furniture was used. With the addition of the new furniture the classroom had regular chairs, wobble chairs, rocking chairs and a table with no chairs. Three activities were decided on to make observations of before the new furniture and after. My EA and I decided what we would consider a fidget (large movement) and made observations of the students doing the three activities before and after receiving the furniture.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Fidget observations were conducted doing three different types of activities before receiving the new furniture and after receiving the new furniture. Printing samples were also taken just before we received the new furniture and just

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after. A student survey was conducted to determine which type of furniture was preferred for each of the three activities.

Summarize the principal findings. What evidence supports the findings?

The three activities used for the fidget observations were a listening activity, viewing activity, and writing activity. The duration for each was 15 minutes. 1. Listening Activity:

During the Read Aloud (from the same book) there were 38 more fidgets when the students were using the new furniture that allowed them to move than when they were sitting in a regular chair. Regular chairs are best if students are listening to something that has no pictures. The book I chose was a chapter book. Students are more engaged if they were hearing and seeing the information, for example, on a video. The new furniture distracted the students and they fidgeted more as the time went on. They found it difficult to concentrate on the book as they moved in their chairs. 2. Viewing Activity:

There were 53 fewer fidgets with the new furniture than with the regular chairs. Students were more focused while viewing a video when using the new furniture, in particular more focused when on a rocking chair. The highest number of fidgets were with wobble chairs and at the standing table. Students in rocking chairs did not fidget at all. 3. Writing Activity:

Most significant of all were the fidgets while students were writing. There were 128 fewer fidgets using the new furniture than with the regular chairs. The rocking chairs had the fewest fidgets for this activity.

The printing samples the students did before and after the new furniture were almost the same with very few differences, except for the wobble chairs. The students sitting on wobble chairs had the same quality of printing, but there was a significant difference in pencil pressure. Pencil pressure was the same for all students when using regular chairs and when using the new furniture, except for those in wobble chairs. The students using wobble chairs did not use as much pressure.

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The first student survey I conducted asked the students which furniture they preferred. This survey was done one month after receiving the new furniture. Nobody liked the regular chairs saying they were boring and couldn’t move. At that time, they preferred to sit on a wobble chair, a rocking chair or to stand. They cited being able to wobble or rock as why. They liked rocking chairs or standing because they felt safer than on the wobble chairs, which they found could be tippy.

I conducted another survey at the end of May asking which furniture they preferred when doing the three activities used in the fidget surveys. The second survey showed very few preferred the regular chairs or standing for any of the activities. The novelty of standing soon wore off. Students standing for the day complained about legs hurting and when asked to write would ask if they could sit.

State the conclusions, action plans, &/or additional research that resulted from the research study.

I believe the addition of furniture in the classroom that allowed the students to move did impact their ability to focus on the task at hand. Observations showed the students were far more focused when doing a viewing or writing activity. The difference in pencil pressure when students use the wobble chairs I believe is because they are able to ground themselves easily on the wobble chair. It automatically tips them forward when they write and they can ground their feet on the chair easily (almost hugging the chair with their feet) even if their feet do not touch the floor.

Small armchairs were purchased for the room. These chairs were used for independent reading. I observed the students reading for 15 minutes. In total, I observed the students ten times. Of the ten times, the students were on-task and reading nine out of the ten times. Observing the other students, I noted the best concentration for the longest period of time when reading independently was on the rocking chairs. Students read independently longer when they can get comfortable to read. I think the same applies to when they are doing a listening activity. I would like to make more inviting spots in my classroom for independent work.

Students enjoy standing for short periods of time. I will keep the table with no chairs for next year but have it as a place that can be chosen to work at.

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Lundar School—Nicky Little, Leanne Dubowits, Ian Barnard, & Susan Hayward High School Humanities Spaces

Statement of the problem or the challenge being addressed by the research. (Research questions)

How do we efficiently use spaces in the upper level to support a diverse range of students in large group, small group, or independent learning situations?

Provide a brief description of the context of the research and researchers.

The researchers were three teachers at Lundar School and a divisional literacy support teacher: 1) Nicky Little—Grade 9/10 ELA 2) Leanne Dubowits—Grade 9/10 Social Studies 3) Ian Barnard—Grade 11/12 ELA 4) Susan Hayward—Divisional Literacy, support teacher

The focus of the research was to see how staff may use the spaces upstairs in the three humanities classrooms (Grade 9 and 10 ELA, Grade 9 and 10 Social Studies/Geography, and Grade 11/12 ELA) effectively.

In the past, it has been challenging to share the common space in the hallway. It was a small area being used by students working with educational assistants, teachers conferencing with students, and students working independently. Due to fire regulations, it was also a hazard as desks and chairs were blocking exits.

The library at Lundar School was transformed into the Student Center. All of the remaining library books were culled. Since this change, there has been a growing need for a personal reading area for students that includes fiction and non- fiction texts. The ideal place for this area was the upper level of the school where the Grade 9-12 ELA classes were held.

Briefly describe the methodology of the study. (What was done, what data sources were used)

The first data source used was student interviews. A cross-section of Grade 9–12 students were interviewed. Students were asked the following questions:

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1) What happens in a classroom that helps you to learn? Student responses included: “Group discussions help.” “It helps when you can work on something independently in a quiet space.” “Some students need catch-up time and to work elsewhere. This makes a difference to them and then it doesn’t interrupt my work.” 2) What furnishings help you to work? Student responses included: “Comfortable areas to read. I can’t read easily sitting up at my desk.” “Tall tables where you can gather around to discuss.” 3) What resources would you want in a reading area? Student responses included: “Texts related to the classwork.” “Posters with quotes on the wall can be inspirational.” “Books, magazines, modern poetry, books related to teen issues.”

For this action research project, we transformed one of the classrooms upstairs into the ‘Kodiak Den’. We used student input to guide the design of the room. In the Kodiak Den, the front area of the room is a classroom with circular tables and a tall table that accommodates classes up to 12 students. The other half of the room is a reading area. There are shelves with fiction and non-fiction texts, comfortable bucket chairs for students while reading, an area rug, reading lamps and artificial plants. There are artwork and inspirational quotes on the walls along with poetry written by Lundar School students. The two areas (the classroom and the reading area) are separated by cubicle shelving.

Based on student interviews, students really like the Kodiak Den. We heard from many students that they “love it”. Students spend their own personal time (lunchtime, etc.) in the Kodiak Den. On average, there are 25 students signing out books for pleasure reading at any given time.

The second data source used was teacher observations. Since the Kodiak Den was completed, two ELA classes use the space each day. The Grade 11 ELA teacher noted the average student was able to read independently ten minutes

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longer in the Kodiak Den than in a regular classroom setting. He also observed the reading area seemed to have a “calming effect” on a student that was often disruptive in a regular classroom setting. Often, students from other classes use the reading area while students work in the classroom area. There are no longer students working in the hallway, as they are able to work in the Kodiak Den.

The third data source used was observations from the divisional support teacher and an administrator. The divisional support teacher said the space “never looked better” and she “loved the inspirational quotes”. The administrator noted that literacy was definitely the main focus of the room. She also observed students actively engaged in their learning and that there were several different groups of students working in the room effectively at the same time.

Summarize the principal findings. What evidence supports the findings?

Based on the evidence outlined above, the principal finding is the Kodiak Den is an effective use of space for classes, small group, and independent learners.

State the conclusions, action plans, and/or additional research that resulted from the research study

The Kodiak Den will continue to be used as a multi-use space for classes, small group and independent learners in the 2015-2016 school year.

Ashern Early Years—Brandy Springer Chair Bands & Fidgeting

Statement of the problem or the challenge being addressed by the research. (Research questions)

Will providing bands on the bottom of chairs (for balance and fidgeting) improve the focus and fine motor control of young students? Will students prefer sitting on these chairs opposed to chairs that have no modifications made to them? (Bands used: Thera-Band/Exercise Bands)

Addressing balance, fidgeting, and need to writing anchor in a multi-age classroom.

Provide a brief description of the context of the research and researchers.

Brandy Springer, 2nd-year teacher (multi-age ½ classroom)

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Research was being conducted in a room with 17 students of differing academic abilities and sizes. Many students are unable to touch the floor with their feet while sitting with their backs parallel to the chairs but the tables cannot be lowered due to the wide range of heights present within the classroom. The fine motor skills and anchoring abilities of the shorter students were being negatively influenced due to the chair and table sizes. We were also looking for a fidget alternative for students to use during prolonged deskwork that would not be distracting and would still allow them to write.

Briefly describe the methodology of the study. (What was done, what data sources were used)

We began this process by taking writing samples from all students and using teacher observations of fidgeting and loss of focus during deskwork. We also observed the total number of students that could sit on their chairs and touch the floor.

Once the bands were attached, we initially noted through observation a large percentage of the students using them. They were mostly being used as a foot fidget while the students did deskwork but some of the shorter students did begin to use them as an anchor. The initial bands began to slip off the chairs quickly though, so we needed to re-tape and re-tie them on tighter.

Students continued to use the anchors as fidgets throughout the process. Through teacher observations, students can often be seen kicking and twisting their feet around the band while continuing to work at their desks.

Data sources before & after writing sample:  Teacher observations  Conversations with students

Summarize the principal findings. What evidence supports the findings?

Through teacher observations, we have noted a high percentage of fidget use on the bands. Students in both Grade 1 and 2 enjoy using the band as a foot fidget during group work. The band keeps their hands free and is quite quiet so it does not disturb others. Students are able to stay on-task for longer periods of time during desk work but we are unable to strictly say that is due to the bands rather than built stamina throughout the year.

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The writing samples taken prior to the bands give little support to the proper letter formation of the smaller students within the classroom. While students generally had a higher quality of ‘neatness’ when anchoring to the table, they used ingenuity on their own without the bands (i.e., wrapping feet around table or chair legs, sitting on knees, etc.).

While most students were observed using the bands frequently, they did not consciously use them as a tool to help them in writing. Most students responded that they either liked to kick the band with their feet or use it as a footrest while writing.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Given the evidence stated above, we believe that the bands have helped with providing hands-free fidgets that students can use to help them stay on-task longer during deskwork. In order to give them a better anchor for writing, we believe that the bands would need to be a stronger/ firmer material that would better bear the weight of the students.

Instruction 2014-2015

Ashern Central School—Neil MacNeil & Staff The Leader in Me/Attendance Initiative

Statement of the problem or the challenge being addressed by the research. (Research questions)

The issue is absenteeism among students, particularly high school students, and the effect that has upon both their academic achievement and on teachers in trying to deal with these students when they return after frequent and/or protracted absences.

Provide a brief description of the context of the research and researchers.

The Attendance Initiative is a part of the Leader in Me program as we have implemented this year.

The Leader in Me is structured to give students the tools to live more effective lives, and to take ownership for and control over issues like absenteeism.

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The Attendance Initiative goes further. This year, in the second semester, it combined weekly and monthly financial incentives for perfect attendance with an attendance plan requiring a minimum level of attendance for high school students to remain in their courses.

Briefly describe the methodology of the study. (What was done, what data sources were used)

The Leader in Me included six days of training for all staff this year, a yearlong program of training for MY students, and training in the 2nd semester for SY students, delivered by classroom teachers.

The attendance incentives were chosen at random from all students with perfect attendance each week, and each month—$10 weekly, and $100 monthly. This was displayed prominently in the office window, and announced weekly/monthly. Selected students also received a certificate noting the award. Funds for this came from a donation from a community member.

The attendance plan stipulated that four members of the learning support team would each be assigned one of the SY grades to monitor for attendance.

A form was created to notify parents when students reached 4, 8, and 12 absences in the semester. This was supplemented with phone calls, texts, and personal meetings with parents. When a student reached 16+ absences, they would be required to remain at home, rather than attending at the school. This was at the discretion of the learning support team, which includes school administration.

Summarize the principal findings. What evidence supports the findings?

The incentives drew significant attention from students, especially near the beginning of the semester. Frankly, part of the intent for the incentives was to distract attention from the second part of the plan, which could be perceived as punitive. While no hard data came from this, it was noted anecdotally that there was much more positive attention given to the incentive than negative feedback from the attendance notices/student removals. Essentially, it can be said that there was very little ‘grumbling’ about the plan, and no one made any effort to actively oppose it. In this, then, the incentive was completely successful.

The implementation of attendance notices has been very well received. Parents have sometimes taken umbrage with receiving the notices, and some education

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has been necessary that there are no ‘excused’ absences, except for school events. 15 allowed absences should cover all reasonable absenteeism in a semester, and the learning support team has extended this for three students due to their life circumstances. Once we went through this with parents, they all seemed to understand and accept the process.

It should be noted as well that this has also been viewed very positively by staff, particularly classroom teachers. In previous years, notifying parents regarding absenteeism fell to them, and it never worked effectively. Now, between daily Synrevoice notices about absences, the aforementioned paper reports to parents, dialogue between classroom teachers and learning support; the teachers are feeling very supported in regards to attendance. When this was brought up for discussion at a recent staff meeting, first in small groups and then in a general discussion, the strong consensus was, “We’re finally doing something about attendance, and it’s working.”

Then there is the part of the plan that involves the more difficult discussions with students and their parents at 12+ absences, and when a student is told that they will not be allowed to attend classes due to absenteeism. An important finding, not surprisingly, is that this is a very difficult thing for learning support and administration to deliver. Equally, at least, it is difficult for parents and students to hear. That said, it is after several previous attempts to avoid the situation, and has only ever happened when we have decided that all other efforts have been in vain.

There have been seven students who have been told they may no longer attend classes in the school this semester—five of the seven had passed the allowable number of absences in the first half of the semester, and three of them had essentially stopped attending on their own already. The other two were given numerous attempts to attend steadily before removal. All of these were given an opportunity to continue coursework (on one or two courses, at least). Some did so for a period of time, but all have now ceased interacting with the school, despite our efforts to work with them and their parents to keep them engaged in this way. It is fair to say, based on attendance patterns to that point and in previous years, that few, if any credits would have been earned by these students even if they were allowed to continue. Indeed, they had dropped out in previous years of their own volition.

The intent of the Attendance Initiative is not to stop students from attending, of course. The intent is to provide incentives to attend more regularly. There have

100 VOICE—Pathways to Success been many instances of students sharing with staff that they have attended more regularly because they know that now they need to do so. Parents have also shared that they are encountering less resistance from their children in getting them to attend.

We have comparative monthly absenteeism data for the past three years. (see data following this report) From an appropriately rigorous statistical viewpoint, there are many factors that can influence these data which are not connected to actual student attendance. The single biggest one of these, we believe, would tend to influence the absenteeism data to be higher than in the previous two years, and that is our switch in student management software. We are now able to track whether teachers are, in fact, recording absenteeism, and are satisfied that we are approaching 100% reporting. In previous years, we could not easily track this, and because both software sets the default to ‘present’ for students when teachers did not report, increasingly diligent reporting will increase apparent absenteeism.

With this acknowledged, we note that there has been a marked reduction in absenteeism in the 2nd semester of this year, as compared with the same time period in the previous two years. A direct comparison for the first four months of the 2nd semester (Feb–May) is especially dramatic, most notably April and May. We would, albeit without analyzing the data further, attribute that primarily to the decrease in absenteeism of students approaching the limit for allowed absences, and who are now consequently attending regularly.

State the conclusions, action plans, and/or additional research that resulted from the research study.

We would adjudge that the Attendance Initiative, combined with The Leader in Me, has succeeded in reducing student absenteeism to a marked degree.

There will be a change in school administration next year. There have been discussions with the new principal, encouraging the continuation of the attendance plan, together with The Leader in Me.

As for further research, it will be a matter of simple, good practice that attendance data continue to be tracked in future years. It is unlikely that the financial incentive will be offered in future years—at $1000 for one semester as currently structured it is costly, and the donor of the funds will not be continuing to do that—but again, now that the plan has been initiated, it may have served its limited purpose. Data in the years ahead may point to its actual importance.

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Absenteeism data for Ashern Central School

Absenteeism at Ashern Central School 25.0

20.0 15.0

10.0

Percent absent 5.0

0.0 Sept Oct Nov Dec Jan Feb Mar Apr May June Year 2nd avg. Sem. avg.

2012/13 2013/14 2014/15

2012-2013 2013-2014 2014-2015

September 10.3 7.3 8.4

October 15.0 11.7 14.3

November 16.3 13.3 15.2

December 19.2 11.7 14.9

January 18.3 11.6 15.5

February 14.5 14.1 14.7

March 18.9 14.4 13.1

April 16.2 13.9 8.7

May 16.7 16.1 10.0

June 20.2 16.6 Pending

Year average 16.6 13.1 12.8

2nd semester average 17.3 15.0 11.6

Feb-May average 16.6 14.6 11.6

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Inwood School—Sheri Pemkowski, K-3 classroom teacher Instructional Practices—Inquiry

Statement of the problem or the challenge being addressed by the research. (Research questions)

Will inquiry-based science lessons across multi-grades of K-3 increase engagement and deepen understanding of science content?

Which techniques/strategies are successful when teaching writing skills across a multi-grade span of K-3?

Provide a brief description of the context of the research and researchers.

I examined whether using hands-on, inquiry-based science classes as opposed to more passive tasks like paper and pencil activities would have an impact on the engagement and understanding of science for the students in a K-3 class of nine children.

I looked for ways to improve on-task and productive behaviour in writing classes that can be used across the grades of K-3.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Both types of science classes were tried with general observations of student behaviour during class and completed student work.

Writing process steps were discussed and displayed. Meetings at the beginning of writing classes were occurring more often to share what stage each student was at and what they were working on that day.

Summarize the principal findings. What evidence supports the findings?

Science classes became more integrated with Social Studies and art as the year progressed. Whenever group activities were planned, that involved hands-on activities, engagement improved. Students worked well in multi-level groups to complete any paper activity afterward. Older students became helpers to the younger ones. Design process classes were very engaging and always kept students on-task and very busy, with next to no behaviour issues.

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Moving a sticky note with their name from one writing stage to the next kept students focused and motivated to keep moving on, as well as reminding them where they were at. Sharing during most classes what they were working on got them focused for that class. Sharing a finished product made students proud of their hard work. This worked for all grade levels.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Active science activities keep students more engaged and help them remember what they learn.

Planning and sharing help focus and motivate students and is something I would do each time we have a writing class in the future, however longer classes would be required in order to meet and discuss plans, work, and then share at the end.

Alf Cuthbert School—Alaan Fraser, Principal Balanced Literacy—Instructional Practices

Statement of the problem or the challenge being addressed by the research. (Research questions)

The purpose of this project is to build teacher capacity around a balanced literacy program throughout the year. The focus is on word work, reconnecting with Daily 5 and evaluating our current practices. We were also continuing our work with Pat Adams and Backwards Planning.

Provide a brief description of the context of the research and researchers.

As a school, we had begun work with Pat Adams around Backwards Planning. She had spent time with us last year and solidified some ideas and explained more clearly the process of backwards design. This year, Pat continued to support us.

We had begun to look at Words Their Way through some in-school PD and an in- service that two staff members had attended in Winnipeg. We feel that this program will be a benefit to our students in supporting word work and developing literacy skills.

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Briefly describe the methodology of the study. (What was done, what data sources were used)

This year was a beginning year with Words Their Way. Teachers were given the books/resources and were able to familiarize themselves with them. Teachers are at different stages of implementation: using assessments, activities, and resources as needed.

Summarize the principal findings. What evidence supports the findings?

Assessment results are available to review if required. Results have shown growth within the group. Some students in Grade 4 are in the last books of the resources and ready to move into the middle years levels.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Teachers have expressed interest in the program and are willing to continue. We are in the process of working with Fisher Branch Early Years to develop our understanding of Words Their Way. We will be focusing on implementation and tracking of students next school year.

Lundar High School—Leanne Dubowits & Nicky Little The Importance of Identity—Grade 9 Integrated Social Studies and English Language Arts Unit

Statement of the problem or the challenge being addressed by the research. (Research questions)

Does integrating Social Studies and ELA deepen the understanding of the topic of ‘identity’?

Will students be more engaged in lessons if the classes are integrated?

Provide a brief description of the context of the research and researchers.

Leanne Dubowits teaches Grade 9 Social Studies and Nicky Little teaches Grade 9 ELA at Lundar School. In the past, we both taught separate units on the topic of ‘identity’. The ELA unit focused on the importance of a teenager’s identity, while the Social Studies unit focused on the importance of Canadian identity. In

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December, we decided to do an integrated Social Studies and ELA unit on ‘The Importance of Identity’ with two classes of Grade 9 students.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Summarize the principal findings. What evidence supports the findings?

We found that students were more engaged with the classes being integrated. Classroom observations confirmed that students were participating in group discussions and lessons more than in previous units. On student self-assessment surveys, 71% of students (17 out of 24 students surveyed) rated their engagement throughout the unit as 7 or higher on a scale of 1–10. Meanwhile, only 12% of students (3 out of 24 students surveyed) rated their engagement as 4 or lower.

State the conclusions, action plans, and/or additional research that resulted from the research study.

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Due to the positive results of the integrated unit, Grade 9 Social Studies and ELA will be integrated throughout the 2014/2015 school year at Lundar High School.

Fisher Branch—Shaun Lindal, Principal Guided Math in Ability Level Groups

Statement of the problem or the challenge being addressed by the research. (Research question)

Does using guided math in ability level groups support the learning of students at each level?

Provide a brief description of the context of the research & researchers.

The context of the study was to determine if ability level groups would support increase in math skills for students in the middle years. The researchers included the four middle years math teachers, including one resource teacher.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Middle years math teachers assessed their students during strong beginnings at the beginning of the year. Based on the results of the assessments, students were grouped by their math gaps. For six weeks, teachers worked with their groups—basically in four areas in the classrooms (games, journals, paperwork and teachers time). The intent was to find an increase in the number of students meeting outcomes on First Steps in Math Assessments. The data collected was on the lowest two groups assessed.

Summarize the principal findings. What evidence supports the findings?

We have used the First Steps diagnostic map for Number as the basis for these conclusions. They use the term ‘phases’ of the number sense development. We were comparing their overall achievement from the beginning of the school year (during strong beginnings testing) to their recent achievement on the diagnostic tasks after completing two intensive guided math group sessions (fall and spring). This data is representative of two of the four groups.

4/20 students (20%) did not demonstrate significant change to their phase of development.

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16/20 students (80%) of the students demonstrated a minimum of one level improvement in their phase of development.

Of these 16 students, 10/16 (63%) demonstrated a one level improvement in their phase of development.

Of these 16 students, 6/16 (37%) demonstrated two levels of improvement in their phase of development.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Although the 20% who did not demonstrate significant change is concerning, the 80% overall success of getting them ‘into’ the next phase is a great indicator of the success of the groups. In particular, the phase they moved from (referred to as partitioning) is one that, according to Lori, students tend to ‘stall’ in. It is promising to see that the intensive, small group approach has made a difference in helping these students continue to grow as they develop their number sense.

One comment from staff members was,“Seeing the difference in the results after really using the First Steps program as an intervention (and not just a diagnostic) is proof that we need to be offering something other than ‘large group’ instruction for our students who are struggling.”

Inwood School Project Based and Inquiry Focused Learning Opportunities

Statement of the problem or the challenge being addressed by the research. (Research questions)

After initial research in the area of Project and Inquiry Based learning yielded promising results that supported our belief that this type of learning would increase student engagement and understanding, we have decided to see if even more robust programming, equipment and opportunities would further increase student engagement, understanding and ultimately achievement.

Provide a brief description of the context of the research & researchers.

While year one of our research was very much teacher directed and driven, the hope this year was to provide more freedom, equipment, resources and

108 VOICE—Pathways to Success opportunities to grow and demonstrate their understanding of curricular outcomes through Project Based and Inquiry focused learning opportunities.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Additional resources (supplies) and equipment (electrical kits, basic tools), and freedom (student choice within theme) were provided in an effort to further drive student passion (engagement), understanding and achievement in all related areas.

Summarize the principal findings. What evidence supports the findings?

Principal findings include but are not limited to:  Increased resources provided students with greater opportunities to demonstrate understanding.  Increased equipment allowed students to demonstrate new skills and understandings in ways not previously possible.  Increased choice within theme allowed students to better demonstrate understanding, make personal connections to content.

All of the changes/improvements to this process have increased student engagement, understanding and achievement. (Relative to past performances of similar groups of students in traditional classroom setting.

State the conclusions, action plans, and/or additional research that resulted from the research study.  PBL and Inquiry based learning increases learning, demonstration and achievement in relation to learning outcomes for most students.  The more robust the programming, resources, opportunities and choice, the more likely students are to reach their full potential.  While we did not achieve full maker space status, and we do expect our efforts and improvements to plateau in relationship to learning, engagement and understanding, we will not fully realize this projects potential until we do plateau.

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Lundar High School—Leanne Dubowits (lead, Social Studies teacher), Nicky Little (ELA teacher), & Susan Hayward (literacy support teacher) Integrated Classroom (Grade 9 ELA and SS)

Statement of the problem or the challenge being addressed by the research. (Research question)

Does the integration of a Grade 9 ELA/Social Studies program over a full school year support the diverse range of literacy skills of our students?

Provide a brief description of the context of the research and researchers.

Leanne Dubowits teaches Grade 9 Social Studies and Nicky Little teaches Grade 9 ELA at Lundar High School. In the past, Leanne and Nicky both taught separate units on the topic of ‘identity.’ The ELA unit focused on the importance of a teenager’s identity, while the Social Studies unit focused on the importance of Canadian identity. In December 2013, we decided to do an integrated Social Studies and ELA unit on ‘The Importance of Identity’ with two classes of Grade 9 students. Due to the positive results of the integrated unit, Grade 9 Social Studies and ELA have been integrated throughout the 2014/2015 school year at Lundar High School. Susan Hayward is a literacy support teacher that conducted class observations of lessons throughout the school year.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Summarize the principal findings. What evidence supports the findings?

The first data source is SRA data, SRI data, report card grades and credit acquisition. Based on SRA data from September, we learned that 40% of our Grade 9 students did not understand the different reading comprehension strategies. We found the strategic teaching of the seven comprehension strategies while reading non-fiction articles on Social Studies topics helped students to improve their literacy levels. Based on the SRI data and classroom assessments, students were placed into levelled literacy groups in order to improve the literacy levels of all students. Based on SRI data, 23 of 25 students on regular programming are reading at least at a basic level. We only have 1 student on regular programming who is not on-track to receive both credits this

110 VOICE—Pathways to Success year. Last year, there were more than five students who did not receive their ELA and Social Studies credits.

At the end of the first semester, we decided that the integration of ELA and Social Studies had not been effective for two of our students on modified programming. Due to factors like irregular attendance and significantly below grade-level literacy levels, these two students were at risk of not achieving both their ELA and Social Studies credits. These two students focused solely on ELA outcomes in the second semester with the goals of improving their literacy levels and achieving a Modified ELA credit.

The second data source is conferences with students. At the end of a unit, a student-teacher conference was held with each student. Students were asked the following questions: 1) What helped you to be successful?

Student responses included:

 “Class discussions”

 “Working in small groups”

 “Following current events”

 “Interesting stories & novels”

 “Choice of topics”

 “Pictures/stories from World War 2 made things more real”

 “Catch-up plans”

 “Small group presentations helped me learn from others”

 “Learning about what is happening right now in the world”

2) What were some roadblocks?

Student responses included:

 “Putting research into own words”

 “Nervous presenting”

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 “Not writing enough for assignments”

 “Attendance”

 “Keeping my opinion out of mind maps when summarizing”

 “Making connections”

 “Keeping up reading my novel”

 “Getting enough information when researching a current event”

By doing these conferences at the end of each unit, it was easier to address issues proactively, such as setting up catch-up plans or conducting mini-lessons to help students with challenges (for example, a lesson on making connections).

The third data source is observations from a critical friend. Our critical friend was the divisional literacy support teacher who conducted class observations of lessons throughout the school year. The divisional support teacher noted how literacy was an important part of each lesson. The essential questions were posted in the classroom during each unit, and this really helped to focus the learning of students. Students were then able to answer these questions by making connections to the fiction content covered in ELA and the non-fiction content covered in Social Studies. She also commented on how the focus on inquiry and research led to students who were engaged in their learning. She noted that students really “rose to the challenge”! She also remarked how confident students were when researching and presenting their research projects.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Based on the evidence outlined above, the principal finding is the integration of a Grade 9 ELA/Social Studies program over a full school year supports the diverse range of literacy skills of our students.

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Technology 2014-2015

Ashern Early Years—Amber Semenek & Kathleen Derhak iPads in the Classroom

Statement of the problem or the challenge being addressed by the research. (Research question)

Will the integration of iPads in our classrooms increase participation and engagement of our students in class?

Provide a brief description of the context of the research and researchers.

Our Grade 3/4 classes at Ashern Early Years were provided with an iPad for every student. These iPads were used in daily activities, such as journal writing and researching projects.

Briefly describe the methodology of the study. (What was done, what data sources were used)

We decided on the indicators that would determine whether or not the integration of iPads in our classrooms increased participation and engagement of our students: 1) Observation: Are students on-task when using iPads to support their learning? 2) Survey students on attitude towards learning before iPad use and again at the end of the iPad loan.

An increase in students’ marks between assignments done traditionally (e.g., pencil and paper worksheets) and assignments done with the support of the iPads.

Summarize the principal findings. What evidence supports the findings? 1) Discussions in class increased after the introduction of the iPads. Students were more engaged and attentive during these discussions. 2) Students were more eager to take part in regular, weekly class activities when iPads were involved, such as journals, as opposed to how work was previously done before the iPads.

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3) Weaker students had supports provided through the iPads so they did not need as much assistance from staff. As a result, these students appeared more confident as they did not require as much assistance from staff. Weaker students were capable of finishing more work with the assistance of the iPads due to more supports at their fingertips.

State the conclusions, action plans, and/or additional research that resulted from the research study.

During our time implementing and using the iPads, we came up with a list of benefits and challenges that the iPads posed to us and our students.

Benefits:  It creates discussion in the class.  Students are more eager to try something new if iPads are involved.  It allows weaker students to access information by having the iPad read the information to them.  It allows weaker students to gain more confidence and write more independently with writing apps Book creator and Notes.  Students gained more math confidence with Mathletics.

Challenges:  Internet failures lead to disruption in class.  Cost of apps add up and we do not have a budget for apps and free apps offer only limited access.  We experienced problems with free apps not working.  It can take students more time on iPads than on paper which can frustrate them at times.

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Lundar Early Years—Melisa Koch (presenter) Using Technology to Explore Global Issues

Statement of the problem or the challenge being addressed by the research. (Research questions)

The purpose of the study is to use technology to explore global issues through literature.

I also later expanded on the idea if the use of technology will help to enhance and make learning more engaging for students.

Provide a brief description of the context of the research and researchers.

The project was done in a Grade 1/2 classroom and started with 17 students. Every child had access to their own iPad to use within the classroom setting.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Every child was provided with an iPad. There were two units that were completed which linked Social Studies and Literature together. The first unit was taking care of others, and the second unit was taking care of our trees and forests. There was a bit of pre-teaching at the start of each unit (done as a large group). We used Popplet to web it out. Then the students were taught how to use the iPad and certain apps (i-nigma, Chatterpix, and Tellegami). They had online books and video to read/watch that were linked to each unit topic. The students used i-nigma to scan the QR code and it would link them to YouTube where they watched the videos. Once they watched the videos, they chose one book and video to write a report on. Then the student chose which report to present by technology. The first unit was presented using Chatterpix and the second unit was presented using Tellegami. The students then completed a reflection page with the teacher about each video to gauge their learning.

In terms of data, I completed a survey on Survey Monkey about various world issues to get a benchmark as to where the students were at. Then I completed the same survey at the end to see where the growth was. I also kept a journal and kept observation notes about the students. I also completed an additional survey specifically about the iPads and how the students liked the iPads, and what apps they enjoyed using.

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Summarize the principal findings. What evidence supports the findings?

The research did show that technology was an effective way to explore global issues through literature. Evidence does support that all students were able to identify at least one global issue.

Evidence collected:

Students did a preliminary survey in February to measure their prior knowledge of global issues. Then another survey was completed in May to measure their growth in knowledge about global issues. In the initial survey, none of the students knew anything about global issues. In the May survey, 81% of the students could tell you at least one global issue. Our first unit was about helping others (which included homelessness). In February, 47% of the students only knew a little bit about the topic, and the remainder did not know much nor understood the question. The May survey showed that 81% of the students knew something about homelessness. Some of the kids checked off they did not know much, but there is other data I collected that shows that they did understand the concepts. Our second unit was about taking care of forests. The initial survey had 18% who knew a little bit about the topic, and the remainder of the students not knowing much or understanding the question. In May, 94% of the students said they knew about taking care of the forests (again, a couple of kids checked off they did not know much about taking care of trees, but they demonstrated throughout the unit and reflection that they did know and understand the topic). The topic of recycling was touched on in both of our units. The February survey showed that 53% of the kids knew a little bit about the topic, and the rest of the kids said they did not know much nor understood the question. The May survey showed 69% of the students said they knew a lot about recycling, 10% said they knew a little bit, and the rest of the kids said they did not know much about the topic. In February, only two students knew of any books that had to do with any world issues (the topics we discussed in the survey. In May, every single student could name a book about a world issue.

Another set of evidence collected were answers to questions at the end of each unit about the topic. I will discuss my analysis on the tree unit to save space, and you can read about the taking care of others if you want in my notes. After I went through the results, every child was able to say what they were learning in the tree unit. 13 of the students said they liked the book called Lorax best. They understood the message was about not cutting down all the trees, and that this can affect the air. All the students were able to tell me something new they

116 VOICE—Pathways to Success learned from the unit, and they could list 2-3 ways they can help with the trees. They understood the importance of trees and why we need to keep them.

There was a presentation on Smokey the Bear just as we were nearing the end of our trees unit. The students were able to apply what we were learning about taking care of trees with the discussion with the presenter. They were able to say why the trees were important and why we need to care for them. They also had practical ideas for the prevention of forest fires. To me, this shows they are learning and transferring the ideas to other areas of their life.

All the students were able to use the iPads to create a book report using Chatterpix and Tellegami. The finished product was shared with the teacher and classmates. During parent-teacher conferences, the students shared with their parent their Chatterpix they created on their book report on the topic of taking care of others.

I also expanded on the iPad project and wanted to focus on the kids’ views of having the iPads and the impact they had on their learning, so I created an additional survey. The survey was done with 16 students. Every child said they enjoyed having the iPads. 12 students felt the iPads helped with their learning quite a bit, three a little bit, and one said it did not make a difference. 15 students said having the iPads made learning about trees more fun. 13 students said it made learning about trees easier, and 13 students said the iPads made it more interesting to learn about trees. None of the students found the project boring or hard to learn. The focus of the project was on Social Studies and four students said they liked it best for Social Studies (they could only choose one between Social Studies, math, and online books). Ten students said they preferred the iPad for guided math (working on math folders and Mathletics). I was also curious about the specific apps that we used. The response was positive for the apps I had featured (Chatterpix, Mathletics, YouTube-for online books, Tellegami, i-nigma, and Colare. I can give more data and specifics in this area if you need. I did also observe that if there were free time in the classroom, the students would pick to go on the iPads instead of other activities that were offered in the room. Please feel free to read my journal or reflection if you would like more details.

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State the conclusions, action plans, and/or additional research that resulted from the research study.

In conclusion, I believe we have successfully completed this project. Though 82% of the students can identify a global issue on this survey, I believe every child met the outcomes and expectations in completing the two units based on the finished product of Chatterpix and Tellegami. I feel they were successful in learning the content for each unit as the evidence collected from the surveys and end of the unit questions collected support.

I also believe the iPads were a positive addition to the students’ learning. It provided a different method to cover curriculum, and the children responded very positively to it. The students enjoyed doing the Social Studies units, and I wish we had more time to work on other units as well. I think it was beneficial, that each child could access the iPads daily, and to practice their basic math facts every morning on Mathletics. I noticed a huge increase in their basic facts recall. I also think it was beneficial to have the iPads for the kids to use during guided math, and the Mathletics program follows the curriculum perfectly.

The students all enjoyed the iPads and were able to work the programs; they found learning on the iPads interesting and engaging and would like to continue to learn more using the iPads.

I would like to do additional research to see how much of a difference it makes in using the iPads to help enhance the mathematics program. It was not my focus this time, but I could already see benefits of having the iPads for math. I had two iPads in my room before I received the class set of iPads. We were more limited to what we could do, and I changed my program around with the use of the iPads. The class set made a world of difference in planning various subject content. The students also indicated they liked using the iPads best for guided math, and would like to continue to have the iPads. I would like to see a class set of iPads for every early years school in the future. I can see huge benefits already with every child in the class being able to access their own iPad to use.

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Facilities 2015-2016

Ashern Central School—Krista Belanger 20 iPads—ICT/ELA

Statement of the problem or the challenge being addressed by the research. (Research questions) 1) Does immediate, descriptive feedback online make an impact on student learning? 2) Does proximity matter (in terms of student behavior) when students are working online? 3) Are students going to work on assignments at home if it is stored online?

Provide a brief description of the context of the research and researchers.

Context:

Grade 9 ICT (information communication technology); Grade 10 ELA, Grade 11 ELA Comprehensive Focus (‘difficult’ English).

Researcher:

Classroom teacher.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Students in Grades 10 and 11 used the iPads in class primarily with Google Docs and iMovie to create pieces of text to demonstrate and share their understanding. Google Docs was used for essays (Grade 11) and memoirs (Grade 10). iMovie was used to create book trailers (Grades 10 and 11).

Students in Grade 9 participated in a three week unit on how to use the iPads and various apps effectively, anticipating upcoming projects in other subject areas (for example, in Grade 12 biology students create a stop-motion video; in Grade 9 ICT we covered which apps to use to create a stop-motion video, and they used one app to create their own video).

I asked students to answer a survey at the end.

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Summarize the principal findings. What evidence supports the findings?

I found that students seemed to be more engaged overall when using the iPads when they understood the purpose. Some students have missed the entire iPad unit in Grade 9 ICT, so they have no concept of understanding what the purpose of using the iPads is. Others didn’t have access to Google accounts (but they were not required to).

Students in the higher Grades (some 10, some 11) preferred using Google Docs for essays because they knew that I would be marking them, looking them over, and making comments on the weekend. When I edited their work and left a comment, they would get an email, and often they would log onto their essays and communicate with me or watch me go through their essays.

In terms of proximity, I found that students are pretty quick to switch apps when they saw me circling the class, and some were off-task fairly regularly. However, if students were doing pen and paper tasks, I believe they still would be distracted by their phones anyway, so I believe the conversation needs to be more focused around how to put first things first, take a break when needed, and come right back to the task at hand.

I found some students worked at home on their assignments (again, in the higher levels) but those would also be the same students who would typically do their work at home on the weekends anyway. This time, though, I am not bombarded with work on Monday with students wanting me to look over their work, and less class time seems to be wasted while they wait for feedback. I would say (fairly subjectively) that the quality of work is much better with them using Google Docs since I can keep tabs on students.

State the conclusions, action plans, and/or additional research that resulted from the research study.

I would be curious to see how much further we could go with this learning and how much more I can start getting out of students.

I would like to see how this affects learning (the current Grade 11) for Grade 12 in relation to the provincial ELA exam.

I would also like to look into how I can keep students better engaged. I think that by reminding them more consistently of the purpose of using the technology throughout the period instead of simply at the beginning might be important.

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Alf Cuthbert—Barb Yanke & Cheryl Shannon Collaboration in New Classroom Environment

Statement of the problem or the challenge being addressed by the research. (Research questions)

We were trying to explore collaboration in our classrooms with the addition of new furniture (tables instead of individual desks.) We wondered if it would facilitate collaboration and if this collaboration would look different between the Grade 1 and 2 and the Grade 3 and 4 classrooms.

Provide a brief description of the context of the research and researchers.

Alf Cuthbert School is a K-8 school with a population of approximately 90 students. All classes, with the exception of Kindergarten, have two grades. The furniture in our building had not been updated in many years. We wanted to move from individual desk seating to table seating. The teachers involved in this project have worked collaboratively in many projects over their 30+ years of working together. Our purpose was to improve the classroom environment and in doing so also improve the classroom learning environment. Specifically, we chose to look at collaboration among students.

Briefly describe the methodology of the study. (What was done, what data sources were used)

We used three main sources of data to observe the collaboration behaviors of our students. 1. Photos—Scheduled and random observations through pictures. 2. Critical friends—We met several times over the year to discuss our teacher observations and interpretations of our observations and also what our next steps might be. 3. Student surveys—These were done with both classes to gather information on their feelings and behavior regarding the physical changes and working in table groups.

Summarize the principal findings. What evidence supports the findings?

We found the following to be true:

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 The majority of the students preferred the tables over the traditional desk.  Students experimented with different types of collaboration and changed how they preferred to work (i.e., alone, partner, teacher, and small group).  The majority of students found sharing in a group setting easier.  The majority of students felt good about working in a group setting.  The majority of students felt they learned new concepts and understood them better working in groups.  The majority of students found they cooperated well in group settings.

Quotes from students:

 “You get to hear different opinions.”

 “Sometimes we get along; sometimes we don’t.”

 “If you need help you can just ask them.”

Our evidence came from student surveys, teacher observations and student interviews.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Question #1: How will collaboration change in our new environment?

The students developed skills for collaboration, they participated in different forms of collaboration and in general, the students felt positive about collaboration and the teachers found it to be beneficial to their student’s learning.

Question #2: How will collaboration look in the two classrooms?

We found that in the Grade 1 and 2 classroom, collaboration needed to be guided by the teacher initially and improved over the school year. In the Grade 3 and 4 classroom, the children had developed more skills and were able to collaborate more independently.

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Ashern Central School Greenhouse Project 2015-2016

Statement of the problem or the challenge being addressed by the research. (Research questions)

Does the Gardening Club increase student engagement?

Does the interaction between students and staff during gardening club activities improve relationships?

Provide a brief description of the context of the research & researchers.

Students in our Gardening Club will work in the potting shed and greenhouse to plant vegetable and flower seeds. They will be paired with staff members to plant and grow seedlings to take home. Some plants will be transplanted into beds at the Manor seniors’ home. The purpose is to increase student engagement and interest in vegetable gardening while improving personal relationships within our school and community.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Our main data sources are observations, conversations, and questionnaires. We are looking for increased levels of engagement, such as positive comments, better attendance, and enthusiasm for joining gardening activities. Little or no vandalism to our greenhouse and potting shed will also show that students have positive feelings about the learning garden. Improved personal relationships will be indicated by knowing more people within the school and feeling more positive about these relationships.

Summarize the principal findings. What evidence supports the findings?

We had over 12 students involved in our gardening club this year. We also had 12 staff members join us to partner with the students in working with the plants. We found the response to our activities this year overwhelmingly positive. The responses to our survey showed that over 90% of the participants love being in the Gardening Club. We also discovered that the Gardening Club members are equally enthusiastic about the relationship building and the gardening aspects of being in the club. Students consistently confirmed that the hands-on, active environment of the learning garden was a draw for them. The students showed

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their enthusiasm by showing up to meetings during their own breaks, asking for more time in the greenhouse, volunteering to water the plants and making positive comments about what they have learned. Several students joined after hearing other gardeners talk about the club. They are very excited to be able to take plants home and have spoken about their plans of where to transplant them and how they will harvest their vegetables. Conversations with the adults involved indicated that they had positive feelings toward the learning garden and the relationships they built with their student partners. There has been no vandalism to the potting shed or the greenhouse.

State the conclusions, action plans, and/or additional research that resulted from the research study.

We feel that the learning garden activities have made a significant impact on our members’ attitudes toward sustainable food production while increasing their level of engagement in their overall education. Relationships between the involved students and staff were strengthened through the gardening club experiences. These personal connections contribute greatly to the students’ attitudes toward school. We plan to continue having students and staff work together in partnerships. We would also like to expand our involvement with the community at large and seniors in particular. Future plans include having more whole classes take advantage of the greenhouse and potting shed as well as developing the outdoor space surrounding the buildings.

Broad Valley School—Joanne Kon Do Facilities Affect Engagement?

Statement of the problem or the challenge being addressed by the research. (Research questions)

Problem:

How can I increase student time on-task and engagement in Grades 3–8?

Question:

Will furniture that allows students to move and create collaborative work groupings increase students’ time on-task and their connection to the task?

Provide a brief description of the context of the research and researchers.

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I am a K–8 teacher at a Hutterite Colony school in Manitoba. The school itself is K–12. The students are all EAL learners with German as their first language. I have 21 students in total, coming from seven families, so most of my students are either siblings or first cousins to one another. The students attend German school both before and after my class for the majority of the school year. They eat together, learn together, play together, and worship together. In the morning, my classroom is Grade 3–6, and comprises four (4) Grade 3 students, one (1) Grade 4 student, one (1) Grade 5 student, and two (2) Grade 6 students, one of whom is on an IEP. In the afternoon, my classroom is made up of one (1) Grade 5 student, two (2) Grade 6 students, and six (6) Grade 8 students. The Gr. 3–6 grouping has six (6) males and two (2) females. The Grade 5–8 grouping has five (5) males and four (4) females. Many of the students are active and have trouble sitting at their desk for extended periods.

Briefly describe the methodology of the study. (What was done, what data sources were used)

In my first year at the colony, I had noticed the age and disrepair of the furniture, in the middle years classroom especially. The disrepair was exacerbated by the students as they tipped or rocked chairs to get more comfortable, often bending the chairs’ legs and backs even further. I speculated that the furniture in the classroom was a factor in the time the students were off-task in class and contributed to their difficulty in focusing on their work.

I did some research on modern classroom furniture, and found that there were now many options as far as seating is concerned. After applying for and obtaining a grant to conduct this study, I ordered rocking chairs, bouncy chairs, and wobble stools. To facilitate collaborative work groupings, I ordered tables the correct height and size for middle years students. I also ordered two study carrels for those students who focus better when working alone without outside visual stimuli to distract them.

In order to get some baseline data, I observed my students with the old furniture for two months. Each morning and each afternoon, I made observations on two students from each group. I kept a tally of times students got up from their desks and noted time off-task. There were no study carrels for students to work at in the classroom, and the tables were either too short for the students to work at, or in such disrepair (uneven legs, chipped, missing molding on sides, etc.) that students chose not to work at them.

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Once the majority of the new furniture arrived, I continued to document my observations of students. I also noted how often the study carrels and tables were used, and whether use of the carrels and tables was initiated by the students or by myself.

As part of my research, I also invited the other colony teacher, Mrs. Sheena Letexier from Marble Ridge Colony School, to come to Broad Valley to observe the students as well. Unfortunately, the day she came, the colony had decided to hold a colony clean-up, and as a result, there were only two students in my classroom the afternoon she was here. As one of the students was the Grade 6 student on the IEP, their work was completely dissimilar. Mrs. Letexier was able to observe my Grade 5 student. She made note of how frequently rocked in his chair and saw benefit from his being able to move while he worked without leaving his seat.

I did a survey with my older students regarding the new furniture. They were asked questions concerning the comfort of the new chairs, which working areas they preferred (desks, tables, or study carrels), and whether or not they felt the new furniture had helped them better complete their work in class.

Summarize the principal findings. What evidence supports the findings?

I found that with my younger students, the new furniture did not significantly increase their time on-task. With my older students, there was some increase in time on the task. I found it difficult to measure whether or not there was an increase in their connection to the task.

When I compared my observations from before and after the arrival of the new furniture, I found that while for a number of students the number of times out of seat did decrease, there was not a corresponding increase to the time spent on- task. The study carrels and the tables were used by both groups of students. The morning (younger) students used the tables and carrels very infrequently. The afternoon students made more frequent use of them. (Although it was not noted in my observations, the older students would sometimes come to my classroom in the morning to work at the study carrels as well as choose to work there in the afternoon.)

State the conclusions, action plans, and/or additional research that resulted from the research study.

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With the small number of students that took part in the project, it would be difficult to generalize my conclusions. With this group of students, being able to sit in chairs that allowed them to move did not have a significant impact on the students’ time on-task.

Engagement is affected by many factors; it is difficult to state with certainty that improved engagement is solely the result of the new furniture, but the older students did say that they felt they were able to concentrate better using the new furniture. As they were the ones who made greater use of the study carrels, my next steps will be to compare work habits based on location (individual desks, group tables, and study carrels).

In the survey done by the older students, they all agreed that the new furniture was more comfortable than the old furniture. They preferred the rocking chairs over the bouncy chairs and did not like the wobble stools at all. Each student had their preferred working area. Most of them liked the carrels, stating that they were better able to concentrate there. Only one student had a new desk; she much preferred it to the older ones, because of the larger workspace.

One thing I was able to conclude through this study, was that the students really did appreciate the new furniture, and showed this appreciation by taking care of it. The new desk, tables, and carrels have not been marked on (this was a frequent occurrence last year), and only one chair has been marked on to date (a dot and two letters).

This project has inspired me to make other changes in my classroom as well. I have redone my library and will continue to make changes to both my classroom and my routines for my own personal research. Thank you very much for the opportunity to participate in this project.

Instruction 2015-2016

Ashern Central School—Darlene Willetts Leader in Me

Statement of the problem or the challenge being addressed by the research. (Research questions)

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Will the continued development as a Leader in Me School increase student engagement in the whole school?

Provide a brief description of the context of the research and researchers.

This is our second year of implementation of the Leader in Me ideals within our school. The Leader in Me is based on the 7 Habits of Highly Effective People.

Within the Leader in Me model, each school has a Lighthouse Team which helps to oversee the implementation process and helps to drive the continued use of the LIM ideals. Our Lighthouse team consists of administration, four high school teachers, one middle years teacher, and one support teacher.

With the Lighthouse team, we create yearly WIGs (wildly important goals). One of our goals this year was to work on creating more student leadership goals within our school. The Lighthouse team felt that having students take on more leadership roles, would help the students to feel a greater connection to the school.

Briefly describe the methodology of the study. (What was done, what data sources were used)

In our study, we tried to focus on what roles could students do within the school, and as the year went on, we worked to develop criteria for these roles so that higher expectations were held for them.

For data, we kept track of student leadership roles and clarified them as staff created roles and student created roles.

We also talked to students about their thoughts around the leadership roles and surveyed the students on the impact on them and their wish for the future with LIM.

Summarize the principal findings. What evidence supports the findings?

We found that we have many leadership opportunities in our school. We have 19 leadership roles which were created by teachers. Most of these have multiple students who work in these roles so well over 75 students are involved in these different roles.

There are also multiple roles in classrooms that teachers have created and all students work within these different roles.

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Six leadership roles/ activities were created by the students. At least 28 students were involved in creating and carrying out these activities. These activities ranged from creating a fitness room in our school to creating presentations at assemblies to fundraising for both local and national organizations.

In surveying the students, it was determined that the students placed a greater emphasis on many other aspects of the LIM in our school than they did on the leadership roles. They felt that learning about the habits and the school-wide assemblies had a greater impact on them than the leadership roles. In conversations with the students, they identified the individual leadership roles they were involved as important but did not necessarily identify themselves as leaders when thinking of themselves in these roles.

In talking about the memorable events that happened in the school this year, student-created and -ran activities garnered the most notice and excitement from students.

We often found that students began very excited about ideas and activities but lost momentum with them and slowly stopped working with them.

State the conclusions, action plans, and/or additional research that resulted from the research study.

In looking at our data and the leadership roles, we have first realized that a lot of our students are involved in leadership roles within our school and that they are involved in a wide range of activities in these roles. However, our students do not necessarily place as much importance on these roles as we do as teachers.

We are interested to continue looking at how creating these roles with and for our students will impact their engagement with the whole school community.

We would also like to look at ways to keep the students’ interest in leadership ideas and activities going from start to conclusion as this was often a barrier in completing projects.

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Lundar School—Rory Tycoles Creation of Hockey Course to Improve Student Attendance and Community Involvement

Statement of the problem or the challenge being addressed by the research. (Research questions)

Will the introduction of a hockey course increase the students’ attendance?

How will the introduction of a hockey course increase students contributions to their school and community?

Provide a brief description of the context of the research and researchers.

The research was done at Lundar School. Lundar School is a school that has a Kindergarten to Grade 4 wing, as well as a Grade 9 to 12 wing. The Kindergarten to Grade 4 wing is strictly students from the Lundar catchment. The Grade 9 to 12 wing is a combination of students from the communities of Lundar, Lake Manitoba Reservation, and Eriksdale. Attendance has been an issue at Lundar School due to various causes. To address the issue of poor attendance, a School Initiated Course was developed. The course that was developed was ‘Hockey 21G’. The course covered the history, skills, strategies, training, and mathematical portions that are related to the sport of hockey. In addition to the general topics covered in the course, there was also an outcome written to address involvement within the local, and school communities to demonstrate to students the amount of work it takes to make sure hockey can be played in their community.

Briefly describe the methodology of the study. (What was done, what data sources were used)

The study was ongoing throughout the course, which ran during semester 1 of the 2015-2016 school year. Information for the study was gained throughout the semester. To measure if the course affected the attendance of the students involved, I compared the attendance data from semester 1 and semester 2. To collect information on the involvement in the school, I had the school staff express their opinion on the students’ involvement in the school community by completing a survey. I also gathered evidence of community involvement by recording a student voice video, photos of students getting involved in the

130 VOICE—Pathways to Success school community, and having students record their community involvement on a log.

Summarize the principal findings. What evidence supports the findings?

The hockey course did increase the student’s attendance. After comparing the numbers between semester 1 and semester 2, 15 out of 16 students had a higher attendance percentage in semester 1 compared to semester 2. With the largest increase being 60%, and the smallest increase being 1%. The one student whose attendance percentage decreased only dropped 2%. The students increased their involvement in the school and local communities. The survey filled out by the staff reported that 15 out of 17 staff members surveyed noticed a difference in the student’s involvement in the school community. The survey also reported that 13 out of 17 staff members rated the hockey student’s involvement in the school community on a scale from 1 to 5 either a score of 4 or 5. The comments on the surveys mentioned positive impacts the course had on the school like improving morale and attendance, as well as positive comments about helping at youth practices. There were no negative comments made on the survey. The community involvement logs showed that slightly under half the class got involved in the community outside of course activities.7 out of 16 students reported involvement in the community outside of course requirements with 4 out of 7 donating back 10 or more hours to their community. The video demonstrated that the hockey course had an impact on student attendance, student involvement in the school and local community, the morale of the students, and the students’ knowledge of the game.

State the conclusions, action plans, and/or additional research that resulted from the research study.

To conclude, the data collected shows that the hockey course had an effect on student attendance. It also showed some impact on student involvement in their local community but displayed a much larger impact on involvement in the school community. The next step is to continue to build on student involvement in their local community by giving the students more opportunities to get involved at their local rink through volunteering at practices and as scorekeepers. I am also planning to get the students more involved in the officiating of the game. The change that I am going to implement is having the school and community involvement portion of the course focus on the local community, as well as commit less class time towards these tasks. The community involvement will be performed during the student’s personal time.

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Marble Ridge Colony School—Sheena Letexier Groupings & Thinking/Writing & Organizing Books/Reading Choices

Statement of the problem or the challenge being addressed by the research. (Research questions)

Will students read more books if they are organized by genre and series in book tubs?

How will grouping students by gender, age group, random groupings, paired groupings, and multi-age groupings affect critical thinking and descriptive writing skills amongst Grade 1–3 multi-age students?

Provide a brief description of the context of the research & researchers.

I have taught seven years as the Kindergarten-–Grade 8 teacher at a Manitoba Hutterite Colony. This year, there are 25 students in Kindergarten to Grade 8, coming from ten families. The students, therefore, are in class with their siblings and their cousins. They begin their day in German school at 8 a.m. and finish their day in German school at 5 p.m. from October to the middle of May. The students eat communally in the Children’s Dining Hall in the central community kitchen for breakfast, lunch, and supper. They attend church together and play together when not in school.

The school has four classrooms, two for high school (Grade 9–12), one for Grade 4–8, and one for Kindergarten to Grade 3. These students are EAL learners with German as their first language. I wanted to find ways to help my students grow in their reading and writing skills in a multi-age setting.

My two questions focused on the early years classroom (Grade 1–3). My classroom consists of one (1) Grade 1 male student, two (2) Grade 2 students (one male, one female), and four (4) Grade 3 students (one female and three males). I wondered if grouping the students in certain ways would affect their descriptive writing skills. I also wondered if my students would read more books if they were organized by genres in book tubs.

Briefly describe the methodology of the study. (What was done, what data sources were used)

My main goal was that I wanted my Grade 1–3 students to become better readers and writers.

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Goal #1:

I thought if I could get the students to read more books by using the genre tubs it would help increase their reading levels.

The students signed out library books every day for a week period either from the library or the genre tubs. I recorded the student’s name and their book choices (data source–reading log). They were free to take as many books as they wished. I tracked the number of books taken out per day.

I assessed my students’ reading levels through the Fountas and Pinnell reading assessments done in Sept./Feb./May. (data source–Fountas and Pinnell assessments)

Goal #2:

My second goal was for my students to improve their descriptive writing skills. The students were to listen to a read-a-loud book and discuss it with their partner/group. Then they were to respond to the story by illustrating a picture and writing a response about the story. The students were to help each other throughout the writing process. (data source–reading response journal) Rubrics were used by the teacher to evaluate the writing and the students used student- created rubrics to help them improve their writing.

The students were surveyed individually (data source–survey). They were asked to tell whom they liked working with and why on two separate occasions. The girls said they liked working the best with each other on both surveys. All the boys changed their mind and stated a different partner or group they preferred on the second survey. Ryan (Grade 1) said he liked working with Jonah (Grade 3) because “he talked to me about the books”. Heidi (Grade 2) said she liked working with Carla (Grade 3) because “she gave me good ideas to draw and write.” Josiah (Grade 2) said, “Jonah because he helped me spell the words right”.

Summarize the principal findings. What evidence supports the findings?

Goal #1:

Books were easier to find and sign out by having them sorted out in genre tubs for the students.

The students read on average 2.12 library books a day.

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The students read on average 2.01 genre books a day.

The students were thrilled to be able to choose the genre books from the tubs (EA and teacher observation). However, we ran into a roadblock when the students were not returning the genre books the next day to the tubs because they were left at home. We started to run low on choices of books.

The students would have chosen more books had we had more books returned in a timely fashion. We have now created more genre tubs as you can see in our attached photo. We also found attractive labels with pictures from “Teachers Pay Teachers” for our tubs that help re-direct in which tub the books belong. This idea came from visiting Joanne Kon’s school. I noticed she had nice labels on her tubs that made a big difference in helping the students to re-shelve the books.

Goal #2:

The students tried a variety of groupings/pairings to help them with their descriptive writing responses.

Through my observations, my Educational Assistant’s, and my critical friend, Joanne Kon, we noticed the students were happy when they had a choice who they got to work with. The younger students especially enjoyed working with the older students. The older, more confident readers and writers usually took the lead in the conversations around the tables. I had to intervene sometimes to remind them to let the younger/weaker students have a chance to talk and share. The quality of the writing did not have a huge, noticeable change in regards to the groupings. However, I did notice that there was more conversation about the books when a student who was stronger in ELA was partnered with a weaker partner. This, in turn, helped the students grow in their writing skills.

The students liked working with the same partners and would complain when told whom they had to work with on some occasions. Joanne Kon suggested that I try using a strategy called, “Around the Clock Learning Buddies.” This strategy would help the students have more variety with partners with less complaining.

The students grew in their writing skills. I showed them samples of their writing from the beginning of this process. They had a good laugh as a class when they saw what their writing and drawings looked like at the beginning of the year. It was quite a good learning experience for the students to see how by working

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with partners/groups and modelling what ‘good’ writing and illustrations look like helps a student get better in their writing.

State the conclusions, action plans, and/or additional research that resulted from the research study.

I have learned the importance of making changes while participating in action research. If you see something is not working, try another strategy. I also learned that action research could be fun and not scary! It was a great experience to go through with my students.

I will continue to use the genre tubs to help my students be able to pick out books that are better suited to their reading abilities. I will also continue to expand the different ways we can sort the books, i.e. author, series, levels…

I will continue to explore the various groupings with my students to see how they can benefit their various learning styles.

I enjoyed making a hypothesis and then having an opportunity to test it out. I will definitely continue to make ‘action research’ projects for myself to improve my students’ learning in the future.

Technology 2015-2016

Ashern Central School—Krista Belanger ICT and ELA with iPads—Feedback and Engagement (November 2015- June 2016)

Statement of the problem or the challenge being addressed by the research. (Research questions)

Does feedback using technology have a greater impact on student success (passing a course), than on paper or offline?

How does technology create deeper and/or more authentic learning experiences?

Does technology affect how students use formative feedback in their writing/coursework?

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Provide a brief description of the context of the research and researchers.

The research is meant to inform the teacher,Krista Belanger, about the effectiveness of feedback online and compare student achievement.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Surveys were conducted, data sources were quantitative (turnaround time for assignments) and qualitative (exit slips, anecdotal evidence from teacher observations and surveys).

Students in Grade 12 ELA had already set up Google Docs.

Summarize the principal findings. What evidence supports the findings?

Prior to using the iPads:

Students in Grade 9 anticipated using the iPads to learn about Photoshop and other tricks they did not already know.

Students in Grade 10 anticipated receiving the same or similar kinds of feedback online as they were accustomed to receiving offline.

Students in Grade 12 anticipated receiving more detailed feedback online at more regular intervals.

After using the iPads:

Students in Grade 9 were in the middle of their iPad unit at this time (June 3, 2016). Most students seemed more engaged with using the iPads versus thin clients. The constant changing of apps and tasks helps them stay on-task.

Students in Grade 10 used the iPads primarily as a substitution—they had their division-issued laptops and used them primarily for the purpose of creating content.

Students in Grade 12 exclusively used the iPads to do their school work (some are using their Google accounts for group work for other courses).

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State the conclusions, action plans, and/or additional research that resulted from the research study.

The conclusions I have drawn are that in Grade 9, students are more drawn to experimentation with the iPads, Grade 10 students are drawn more to creating content on their division issued laptops, and Grade 12 students see the possibilities of extending their learning and enjoy the manageability of using the iPads to access Google Docs.  Passing/failing a course cannot be determined at this time based on the use of iPads.  Students who have used the iPads for the purpose of receiving feedback online are more engaged with using the iPads.

Using technology allows students to receive feedback at more regular intervals since the feedback does not have to be communicated during class time – so the improvement in their coursework is much more drastic online than offline.

Ashern Early Years School—Amberly Bresoline 1:1 iPads and Increased Literacy Rates and Engagement

Statement of the problem or the challenge being addressed by the research. (Research questions)

Low literacy rates and overall engagement. Can a 1:1 ratio of iPads be effectively used to increase literacy rates?

Provide a brief description of the context of the research and researchers.

K–4 school. A Grade 1/2 class was part of the study. There were five Grade 1’s and ten Grade 2’s in the classroom. The classroom teacher had been teaching for six years. All students spent 15 minutes daily using the iPad to listen to a story. 5–10 students used the iPads daily for a 30-minute block using apps that were specifically selected for their reading ability.

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Briefly describe the methodology of the study. (What was done, what data sources were used)

Students were taught reading strategies through large, small, and 1:1 ratio by the classroom teacher and Educational Assistant. They then used apps on the iPads to further their understanding and apply the new knowledge learned.

Data used included Fountas & Pinnell, Dolch Words, Survey Monkey—before and after 1:1 iPads. Anecdotal notes were randomly gathered throughout the study.

Summarize the principal findings. What evidence supports the findings?

Student engagement increased to full capacity, and all reading levels increased. When observing engagement with iPads, it was found that students were always engaged. All reading levels increased from a span of 1-7 levels. Basic sight words (Dolch) increased for all participants included in the study.

State the conclusions, action plans, and/or additional research that resulted from the research study.

With the data collected, it was evident that a 1:1 ratio of iPads for students resulted with full capacity of engagement and increased literacy rates. Next steps for incorporating 1:1 iPads include expanding my research to include the area of Numeracy. There will be a focus on determining if 1:1 iPad and the use of basic fact apps will increase instant addition and subtraction recall facts. I will be putting forth a proposal for a class set of iPads for this fall.

Lundar Early Years—Melisa Koch (presenter) iPads for Math Centers

Statement of the problem or the challenge being addressed by the research. (Research question)

Will iPads enhance a mathematics program in an early year’s classroom?

Provide a brief description of the context of the research and researchers.

The project was done in a Grade 1–2 classroom. It started with 14.5 students at the beginning of the project. Every child had access to their own iPad to use within the classroom setting. There was also an educational assistant to assist in the class.

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Lundar Early Years School is a Kindergarten to Grade 4 school, with a student population of 80 students. There are two Grade 1–2 classrooms, two Grade 3–4 classrooms and one Kindergarten class.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Every child was provided with one iPad. There was a questionnaire asking the children their awareness of different math apps. I also took a sample of the students’ addition facts recall at the beginning of the project and could measure and compare the progress to the same test given in April. A final test was done at the end of May. I also surveyed the kids about the math apps they were using during guided math, and if they felt the iPad was helping them with their learning. The students also demonstrated an understanding of a math concept through an app introduced at school. The students demonstrated an understanding of 3D shapes by building it out of marshmallows and toothpicks and explained the shape through Tellegami (Grade 2) or Chatterpix (Grade 1).

Summarize the principal findings. What evidence supports the findings?

This was a very interesting project to research. I started off realizing that my students really did not know much about iPads. In our initial survey, most of the students could only say they knew Mathletics as a math game on the iPad, and they did not really understand what the term ‘app’ meant. I have successfully implemented the iPad into my guided math as a center. The iPads were used daily for Mathletics as a center (a math program on the Internet), and we used the iPads three days a week for another center where the apps matched the lesson of the day. For example, if we were working on 2D and 3D shapes, they would work on the programs 3D builder, imagination playground, or shape quest. Every single student was able to navigate through the math folders and could operate the iPad and play the games. The iPads were also used for problem-solving which was one of our school goals. We used a program called Math Shake, which the kids worked on once a week during our problem-solving day. I was hoping for other problem-solving apps, but could not find any to add to the iPads. The students were able to work the Math Shake program and really enjoyed using it.

Another focus on the iPad was to help increase the basic facts recall. I began with a speed test in February to establish a baseline. I established a baseline by using the iPad and recorded their mark when they did a ‘world challenge’ on

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Mathletics. This is a 1-minute speed drill where they get as many questions correct in that time. I also established a baseline for my students doing a speed test using a pencil and paper. These facts were up to 10 for Grade 1 and up to 18 for Grade 2 (I originally thought the Grade 2 world challenge went up to 18 as well, but they only went up to 10, so it skewed my results for the Grade 2’s). However, the Grade 1 results are accurate and I will report on some of my Grade 1 findings. There were six Grade 1 students-with three of the students being considered delayed (they are on an IEP). For the three students not on the IEP, the findings were more consistent with the Grade 2’s. In February, one of my Grade 1 students answered 37 questions correctly on the iPad (questions up to 10) and completed 12.5 questions (up to 10) by using pencil and paper. In April, she completed 46 questions by iPad, and did the same paper test and completed 17 questions by paper and pencil. One of my other Grade 1 students completed 36 questions by iPad in February and 5 questions by pencil and paper (all the questions went up to 10 for iPad and paper). Then in April, she completed 43 questions on the iPad and 15 questions by paper and pencil. These were the types of finding with the majority of the class. The only exception was with my three students on the IEP. They did better with paper where they could draw out their answers, and just guessed with the iPad. The evidence did show that every student in my class did increase their basic facts recall, and the majority of the class (9 out of 12) had better recall when using the iPad. All of the students were surveyed in April, and every student felt that the iPad did help them to learn math better. Most students said it helped to learn math a different way, some said it was more fun. The kids were very enthusiastic and seemed to enjoy the iPad. I would still like to use the suggestion to get the kids to orally tell me the answer and to see if they use their fingers to solve a question (like pencil and paper), or if they use more mental math strategies (like the iPad).

State the conclusions, action plans, and/or additional research that resulted from the research study.

The iPad did help to enhance the mathematics program and worked well as a center for guided math. It was important to me that the iPads were used to enhance the lessons, and not used as a ‘filler’. I noticed that there seemed to be a difference with engagement with the students. When the Brandon team came to visit our school, the students took their iPad out. All three students immediately went on their iPad and were very attentive to the iPad and did not worry about interaction with the adults in the room.

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Part of my theory for the difference with the speed tests with using the iPad instead of using the pencil and paper was that the students were more engaged, and when they used pencil and paper they were using their fingers more to figure out the answers. With the iPad, they seemed to calculate more with mental math because they needed their hands to hold the iPad and to push the answers quickly. With the three students on the IEP, they did not do as well on the iPad because they were guessing at the answers, and with pencil and paper they could draw out their answers-so they were more accurate with the pencil and paper.

I would love another opportunity to have another research study to look at the difference in engagement when using the iPad. I really was shocked at the difference in my students timed tests when they used the iPad instead of pencil and paper and I think this would be a very interesting topic.

Lakeshore School Division Reimagine Lakeshore Grant Final Report

Inwood School—Joanne Mulvena May 31, 2016

This year the focus areas included facilities, instructional practices, and technology.

Facilities

To enhance the classroom environment, a warm, calm, inviting space was created that allowed students to explore their learning in an authentic manner. Floor lamps, cushions, baskets, plants, natural materials and a variety of seating options purchased this year started the journey to create a ‘Reggio’-inspired room.

Observations this year:  Students did not sit in the same places all the time.  Classroom was quiet.  Students have learned responsibility for their own plants.  Students were curious about natural objects and material.

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 Students were very ‘hands-on’. (Take apart center with real tools)

This is still a work in progress and will continue next school year.

Technology

To infuse technology as a tool for learning and a tool for sharing their learning, each child was assigned a mini iPad. All students were signed up in SeeSaw, an app with an online journal to document and show learning.

Observations this year:  Each student could independently sign into SeeSaw.  Students could independently document their learning by taking pictures, videos, and writing text.  Students could independently save their video, pictures and text.  Students could verbalize the reasons for using SeeSaw.

This year was a learning year for everyone. Next steps include adding parents so they can access their child’s account from home, as well as using it to document student reading and writing conferences.

Instructional Practices

A multi-year, integrated, outcome-based learning plan was created for the Early Years Class. The plan is thematic, hands-on, and differentiated to support all learners in the classroom.

This year was spent collecting baseline data on all the students and learning about the needs of the learners that range from Kindergarten to Grade 4. We started the year using the first thematic unit and quickly discovered that more time needed to be spent on creating a timetable and classroom routine that would support this type of plan. The routines, timetable and student groupings changed more than once this year and it was March before we delved deep into an integrated unit. We are still working on an outcome tracking system and student portfolios. We see this as a multi-year project.

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Facilities 2016-2017

Ashern Central School Flexible Seating & Instructional Practices

Statement of the problem or the challenge being addressed by the research. (Research question)

How can having individual desks and flexible seating, instead of large tables, support us to provide an academic environment, conducive to using diverse and engaging teaching strategies?

Provide a brief description of the context of the research and researchers.

The research project was being conducted in a Grade 9 classroom of 38 students with an integration of English Language Arts and Social Studies curriculums (ICE class). The teachers involved were Jennifer Bjornson and Chelsey Lowry. Previously, the classroom was organized with eight large tables which provided very limited seating options and forced many students to be seated with their backs to the teacher during teacher-led lessons. The desks used within the context of this research project were individual trapezoid shaped desks, which could be configured in a variety of flexible seating arrangements.

Briefly describe the methodology of the study. (What was done, what data sources were used)

We set a plan for the use of a variety of flexible seating options, based on the teaching strategies being utilized.

Flexible seating arrangements used:  ‘Old-school’ rows to start off the year to help set a clear academic (versus social) focus  Pairs—gradual integration of students from various feeder schools  3’s and 4’s—combinations of pairs and individuals from other schools  Group work in circular six-place groupings

Data sources:  Observations & reflections

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 Photographs

Summarize the principal findings. What evidence supports the findings?

Principal findings related to flexible seating:  allowed for framing teaching within a more individual-learning environment, or more collaborative learning environment;  allowed for a safer learning environment for students at the beginning of the school year;  allowed for greater control in addressing behavior issues, and directing student attention during teacher-led lessons; and  allowed students to have a desk that was ‘theirs’ which created more of a sense of ownership of a ‘place’ or ‘spot’ in the classroom—it reduced student movement around the classroom during in-class work time.

These findings are supported by anecdotal observations and photographs which indicate the positive impact on student learning, resulting from the ability to strategically seat students based on their learning needs, and teaching focus.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Individual desks, and flexible seating options, effectively support the ability of teachers to create a more focused academic learning environment, compared to large tables.

It is probable that other factors may have also influenced overall student engagement in academics, such as individual student motivation, as well as individual learning behaviours of the students involved in the ICE class this year, compared to previous years.

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Instruction 2016-2017

Lundar High School—Leanne Dubowits Literacy Intervention Program

Statement of the problem or the challenge being addressed by the research. (Research questions)

How effective is my implementation of the Read Live program in helping to improve the literacy levels of students at Lundar High School?

Provide a brief description of the context of the research and researchers.

The researcher is a Grade 9 and 10 Humanities teacher at Lundar School with a vested interest in improving the literacy levels of students. Students reading three or more years below grade level were given the opportunity to use the Read Live program. Two Grade 10 students and four Grade 9 students were involved in the program.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Each student completed a SOAR (Scholastic Online Assessment of Reading) test in September to find out his/her Lexile score. Six students reading three or more years below grade level began using the Read Live program for forty minutes every second day to improve fluency and reading comprehension. Throughout the year, the following data sources were used: 1) Students completed SOAR tests to track their Lexile scores. 2) Students were interviewed to assess their self-confidence in their reading abilities. 3) Credit acquisition of core courses was also tracked.

Summarize the principal findings. What evidence supports the findings?

The Lexile scores for all students involved in the Read Live program improved throughout the year. One student began the year at a Grade 6 reading level and by the end of the year, her Lexile score placed her at a grade 11 level. Three students saw gains of three grade levels and one student improved by two grade levels. One student started the program in March. His reading level remained the

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same from September to February at a Grade 7 level, but after using the Read Live program for one month his literacy level improved by one grade level.

Student comments show students are more confident in their reading and proud of the gains they made. After finding out her Lexile score placed her at a Grade 11 level, one student proudly told the principal, “Hey Mr. Wallack do you know how I used to read at a low level; well guess what? Now I am reading at a higher level than I am supposed to be.” She said this in front of other students and her face just lit up with pride. Teachers have also commented that students involved in the program show more confidence when reading in class.

Credit acquisition data shows that students in the program earned all of their core credits first semester and are on track to receive their credits for the second semester.

State the conclusions, action plans, and/or additional research that resulted from the research study.

The Read Live program has helped improve the reading levels of students at Lundar School. Due to its success this year, the program will be expanded to 30 students next year. Additional staff (teachers and EA’s) will be trained to use the program in order to support these students.

Lundar Early Years—Raya Pool K-4 Ability Grouping

Statement of the problem or the challenge being addressed by the research. (Research questions)

I wonder if there is a positive impact on student engagement, independence, and academic growth in literacy and Numeracy through the action of students receiving instruction directed at their abilities, not grade level.

Provide a brief description of the context of the research and researchers.

All Grade 1 to 4 students’ ELA levels were assessed using the Fountas and Pinell reading assessment and the Lakeshore School Division writing continuum. The students’ math levels were first assessed using the BAR math assessment. However, halfway through the school year, foundational outcomes and quizzes were developed for Kindergarten to Grade 9. Therefore, from now on, the

146 VOICE—Pathways to Success foundational quizzes will be used to assess the students’ math abilities. Once students’ levels were assessed, they then received leveled instruction from the classroom best meeting their needs. Students were reassessed every six to eight weeks and placed in the classroom best meeting their needs.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Every six to eight weeks the students’ ELA and Numeracy levels were assessed using:  ELA: Fountas and Pinell reading assessment, and the Lakeshore School Division’s Writing Continuum  Numeracy: The Foundational Outcomes quizzes

Students would then be placed in the classroom that best suited their abilities and needs.

Teachers were asked to report on student engagement and behavioural issues that occurred when students were receiving at level instruction.

Summarize the principal findings. What evidence supports the findings?

We were very satisfied with the results. For ELA, we had 48% of the students below level, and 52% of students at level or above at the beginning of the school year. After receiving at level instruction, we now have 20% of our students below level, and 80% of our students are at or above grade level.

We began the year with 35/65 students reading at a Grade 1 level. We now have 18/64 reading at a Grade 1 level.

Another grade level demonstrating interesting results is 12/65 students were reading at a Grade 4 level at the beginning of the year, while now, 20/64 students are at a Grade 4 level.

As the assessment tool for Numeracy changed this year from the BAR assessment to foundational outcome quizzes, we have decided to utilize the foundational outcome quizzes and compare students’ growth in Numeracy next year.

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As for behavioural data, students were more on-task, engaged, and took more responsibility for their learning. Behavioural issues occurring during ELA and Numeracy instruction were minimal.

State the conclusions, action plans, and/or additional research that resulted from the research study.

We have concluded we will continue to place students in flexible ability groups to best meet their academic needs.

We will continue to assess students’ ELA levels with the Fountas and Pinnell reading assessments and the Lakeshore School Division’s Writing Continuum.

The divisional foundational outcome quizzes will be used to assess the students’ math abilities.

Students who were below in their ELA levels still gained an average 1.22 year’s growth in their reading levels.

We have realized that the majority of students that were making considerable gains and moving ability levels were male. This will lead us to analyze how we need to push our female students further with their abilities.

We will flag students who are below grade level and making minimal gains for Tier 2 interventions.

Technology 2016-2017

Ashern Early Years School—Amberly Bresoline 1:1 iPads and an increase in the number of mastered facts. 1:1 iPads and an increase in the number of used mental math strategies.

Statement of the problem or the challenge being addressed by the research. (Research questions)

Low number of mastered basic addition, subtraction and multiplication facts.

Can 1:1 iPads increase the known number of basic facts?

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Provide a brief description of the context of the research & researchers.

A Grade 2/3 class was part of the study. There were eight Grade 2’s and 11 grade 3’s in the classroom. The classroom teacher has been teaching for seven years.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Grade 2’s used a variety of math fact related apps.

Grade 3’s used Reflex Math and a variety of other math fact related apps.

Data sources used included Reflex Math, foundational outcome Grade 2 teacher: student interview, 1:1 fact recall with teacher administration.

Summarize the principal findings. What evidence supports the findings?

Students known numbers of addition and subtraction facts increased for all participants included in the study. Students known and used mental math strategies increased from a range of 2 to 5.

State the conclusions, action plans, and/or additional research that resulted from the research study.

With the data collected, it was evident that 1:1 ratio of iPads for students resulted with an increased number of basic addition facts, subtraction facts, multiplication facts, and used mental math strategies. With 1:1 iPads, students were able to utilize apps specific to math an average of three to four times a week.

Next steps for incorporating 1:1 iPads include completing a proposal for the 2017–2018 school year. There will be a continued focus on Numeracy.

Ashern Central School—Shannon Keeley iPad use in Grade 5 Classroom

Statement of the problem or the challenge being addressed by the research. (Research questions)

How does iPad-use affect student learning and on-task behaviour, especially in the areas of mastering the basic facts and presenting new learning?

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Provide a brief description of the context of the research and researchers.

Learning the basic multiplication and division facts is an important outcome in Grade 5 math. I wanted to know if using the iPads would help increase student engagement and on-task behaviour to promote achievement. In learning the basic facts, repeated drill can become monotonous and the apps we used were game-based to help the students become more motivated.

Another area that I wanted to explore was if using iPad apps to present new learning and research would help students take pride in their projects and promote excellence and creativity in their work.

Briefly describe the methodology of the study. (What was done, what data sources were used)

The iPads were used as an independent center in guided math. While I worked with small groups, students used several different apps to practice their skills. The app used most often was Reflex Math, which is recommended at three times a week for maximum gains. Reflex Math helped students memorize their basic facts. Other math apps were used in centers as well to practice different math outcomes. Due to the design of most of these apps, students were able to use them independently while still getting valuable practice for curricular outcomes.

During our social studies and science learning time, students used several iPad apps, such as Videolicious and Haiku Deck, to make presentations to show their learning and research. These presentation apps allowed the students to have ‘air time’ as we presented them to the class.

The data sources I used were achievement data for basic fact recall, observations, pictures, and student surveys.

Summarize the principal findings. What evidence supports the findings?

I do believe that using the iPads helped motivate my students in learning their basic facts. The evidence that was most illuminating came from the Reflex Math program teacher reports. Several students who struggled to learn their facts early in the school year were some of the first to ‘graduate’ from the Reflex Math program. Their pride in accomplishing this was enormous. In September, this confidence was not seen in these particular students and the pencil/paper work we were practicing with was not as compelling for them to complete. One boy stands out as a solid example of this—in September, he was swamped with

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The scores for their basic fact speed drills were not as easy to interpret. New facts were learned and tested one by one, so early scores only reflected the 2X tables and were fairly high. As more and more facts were added, the scores progressively dropped. Encouragingly, the scores are now rising. I believe this is due to the consistent practice on the iPads.

From observing students, I can see that they are motivated to practice their basic facts and do not complain about the time spent doing it. Comments from the survey include a clear majority stating that they are on-task “the whole time” and that the apps have helped them “get better at math”. The number of positive comments in regards to liking math and having fun indicate a high level of engagement with these programs, and therefore with their math learning.

The projects that the students created using iPad presentation apps were engaging for all of us—the creators and the audience! Students were willing to rehearse their speeches and make several drafts of their presentation before selecting the final version. This was noted through observations and conversations with students during their work time. This indicates a high level of engagement and attention to the quality of their work. From viewing the presentations, it was obvious that the students had made an effort to speak clearly, select appealing pictures and use app features to enhance their overall presentation. The students became adept at discovering these features and sharing them with one another, creating a collaborative atmosphere amongst themselves. Feedback from the audience during these presentations was very positive and showed an appreciation for the presentation itself (“I liked the music you selected,” “nice colour choices”) as well as the content (“That’s cool how big sabre tooth tigers were”).

State the conclusions, action plans, and/or additional research that resulted from the research study.

From completing this research, I have come to the conclusion that careful iPad use can have a positive influence on student learning and on-task behaviour in the classroom.

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Carefully selected game-like apps, especially in math, can increase student motivation and allow them to practice skills in an engaging way. These apps have been designed to hold student attention through the sound effects and visual features, so focusing on work is less of an issue than with more traditional paper and pencil type activities. For skills such as basic fact memorization, which requires many minutes of rote practice, using iPads is a real bonus.

I found that using the iPads to make presentations increases student engagement as well. Posters and dioramas are popular choices for presenting new learning in research projects in education, but technology adds another dimension to these projects. Using the many apps available allows students to use their creativity in another way. Being able to show their work to the class or at assemblies encourages students to make thoughtful choices in their work as they take pride in their final product.

Studying the levels of engagement as students interact with the iPads, I have new questions about the balance between technology and more traditional tasks. Seeing students using the more game-like apps makes me wonder about the addictive qualities of these programs and how to keep this in check at school.

Ashern Central School—Dana Emilson Engagement in Guided Math

Statement of the problem or the challenge being addressed by the research. (Research question)

How can the use of technology more fully engage students in guided math groups?

Provide a brief description of the context of the research and researchers.

Students had a 1:1 ratio with iPads for use during guided math centres to assist their understanding of math processes. Students used the apps to practice new skills, as well as reinforce previously learned skills. This form of reach back included apps such as Lobster Diver, < > Fractions, Candy Depot, and Hooda Math.

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At the beginning of the year, time spent on-task without the use of technology was recorded and then monitored. This data was then be compared to on-task time as technology was introduced. Attitudes towards math were also noted.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Students submitted reflections in the form of exit slip surveys (“When you are using the iPads in math class, how much of the time do you spend on-task?”, “Do you think using the apps has helped you get better in math?”, “What is your favourite app to use, and what does it teach you?”) and Show What You Know apps. Observations were also recorded to compare on-task behavior while using technology as opposed to times when they were not using technology.

Summarize the principal findings. What evidence supports the findings?

When comparing observations with self-reflections, results showed that 7 of 15 students were more engaged than usual in class, 5 were always or almost always on-task whether or not technology was involved, and 3 students were partially engaged whether or not they were using technology.

Students were asked to take a screenshot to explain what they were doing and learning. 15 of 15 students showed that they were using the app appropriately to practice their skills, however, in hindsight, I should have also asked them to record their level enjoyment as an assessment of their general attitude towards math.

State the conclusions, action plans, and/or additional research that resulted from the research study.

In conclusion, results have shown that iPads are instrumental in improving the amount of time spent on-task in math class, as well as creating a more enthusiastic atmosphere in the room.

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Lundar School—Melisa Koch iPad Project

Statement of the problem or the challenge being addressed by the research. (Research questions)

I wonder if there is a positive difference in engagement level in language arts and math when the children use iPads for their learning?

Provide a brief description of the context of the research and researchers.

This is my 9th year of teaching at a Grade 1 level. This is my third year of working on the iPad projects with Brandon University. My classroom is very transitional since my administrator is also working on a project with Brandon University where kids are placed by ability and not grade level. My range of number of students is from 11–19 in both subjects and they can transition in or out of the classroom throughout the year at any time.

Briefly describe the methodology of the study. (What was done, what data sources were used)

My goal was to incorporate the technology into our regular classroom routine for both language arts and math. Since I have a Grade 1 classroom, it was quite different for me to be working on this project right in September instead of in February like the previous two years. We had use of the class set of iPads from September to February this year. I really had to practice with the kids on how the technology works, how to use the different apps, teach them how to work in a group, and about the expectations. The study involved looking at if there is a difference in engagement in language arts with using iPads. We used the iPads for helping with the beginning stages of reading (a program called Razz-Kids where each child has an account and the books are leveled and match the child’s reading level), and for spelling (an app called Spelling City which focused on each week’s unit of study). Every day the kids rotate through groups for the entire language arts period. This study is only focused on silent reading time (a 20- minute block of time,). During this time, the kids are either working with me in guided reading, reading out of their book bags, or working on the iPad using either Spelling City or Razz-Kids. My focus question was if the iPads led to a higher level of engagement and on-task behavior during silent/independent reading time.

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Mathematics took a long time to set up as well. The kids had to learn each station (there are four stations every day that they visit) and each station is 15 minutes length of time. I wanted to compare the level of engagement in using the iPads for Mathletics (an online program that our school subscribes to that follows the Manitoba curriculum) and math folders on the iPads, which contain a collection of apps that are aligned with our daily focus. I wanted to see if there was a different level of engagement with traditional math bookwork, using the Mathletics program and also the selected apps in the math folder on the iPads, and also the hands-on work (manipulatives, games, and tasks that do not involve technology).

Evidence collected: I decided to do 10-minute observations in both subject areas. Due to time and the setup of my class, my EA did the observations and completed the checklist for me. We looked at if the child got to work right away, if they got out of their seat, off-task behavior (obviously off-task), did not have their stuff out, was looking elsewhere, was talking, was daydreaming, and if they were logged on to their devices.

Math time was easier to do the observations, and we did two separate 10- minute observations in each category (for their time in Mathletics, iPad folders, and working in their books). The hands-on observations somehow were missed, and I am not sure why.

Language arts was more difficult to do the observation because there were many needs in the classroom and we just had small groups of kids on the iPads while the rest of the kids were either working with me or reading out of their book bags. The same group of kids do not go on Razz kids daily, so it was much more difficult to time and get this observation done. Therefore, we only have one 10- minute observation from using Razz kids and one for reading independently out of their book bags.

The last piece of data I have is a survey with 11 of my students (that was the current number of students in the classroom that day). The survey asked if they liked the iPads, how did the iPads help them learn better, what did they like to use the iPads for, what was their favourite app. It also asked about in language arts when you get the time to practice reading, “do you prefer the iPads (Razz- Kids or reading from your book bag?”

“In guided math, what did you prefer doing the most? (hands-on, iPads, or workbooks) and would you like to get the iPads again?”

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Summarize the principal findings. What evidence supports the findings?

Language arts:

When I compared the data of the two 10-minute observations made during silent reading time (them using Razz-Kids on the iPad and reading from their book bags), there was evidence of less negative behaviors while they were using the iPads. The students were more on-task and using their time wisely. 0% of the students got out of their seats while on the iPads compared to the 33% of the kids who got out of their seats while reading out of their book bags. 17% of the kids showed off task behavior while on the iPads compared to the 66% who were reading out of their book bags. 100% of the kids had their stuff ready during Razz kids (iPad time) compared to the 17% working in their book bags. 0% of the kids were looking elsewhere while on the iPad compared to the 66% of the kids looking elsewhere while doing book bags. 17% of the students started talking during that period while on the iPads, and 50% started talking while reading out of their book bags. I thought it was quite interesting that 66% of the kids got to work right away while on the iPads compared to the 83% who got to work right away when they had their book bags. The student survey also supports the evidence that the students preferred the iPads over the books for independent reading. 72% students in a survey said they prefer using the iPads to practice reading because it reads to them while they are learning to read, and 18% said they like how it moves up by levels on the Razz-Kids. When the kids were asked what do you like to use the iPads for, 37% of the kids surveyed said they like to use the iPads for language arts.

Guided math:

When I compare the data from the two 10-minute observations in guided math (compared Mathletics, iPad math folders—folder of math apps on the iPad—and workbooks), there seemed to be a higher level of engagement with tasks on the iPads. The math folders seemed to be more popular than Mathletics, but both seem to hold more engagement than the workbooks. 100% of the students got to work right way on the iPads as opposed to the 66% that got to work right away in their workbooks. 0% of the students were out of their seat on both observations when they were working on apps in the math folder section of the iPads, as compared to the 17% that were out of their seat during the time they were working in their workbooks or on Mathletics. 0% of the kids were talking during both observations when working on the math folders as compared to the 100% (first observation) and 83% on the second observation while working in

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In the student survey, 63% of the students said they like to use the iPads for math when asked what do they like to use the iPads for. 42% said they like the iPads best in guided math, 17% said they prefer the workbooks, and 42% said they prefer the hands-on activities for guided math as well.

State the conclusions, action plans, and/or additional research that resulted from the research study.

Conclusion:

Based on the data from the observations and from student surveys, I would conclude that the iPads help enhance both the math and language arts program and help increase engagement in a positive way in the classroom. The students all enjoyed having the iPads and felt that the iPads helped them learn better because it makes learning fun and they like to learn with games. The data from the 10-minute observations did indicate there was generally more on-task behavior while they were working on technology. I think the research has also shown it is important to have a variety of ways of practicing and teaching content to fit the needs of all learners. 27% of the students interviewed still preferred reading out of their book bags. 17% of the students surveyed still preferred the workbook time in guided math. 42% of the students preferred hands-on activities (not including technology) in guided math.

What I learned from this research project is that you need to find a balance in your program where you offer a variety of learning opportunities. Technology is a tool to help enhance the program and needs to be used in a purposeful way.

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APPENDIX E: RESEARCH REPORT ANALYSIS

The following is a slide presentation based on an analysis of the Final Action Research reports. Done by Davion Williams.

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APPENDIX F: ACTION RESEARCH WORKSHOP SLIDES

These are the slides (final version) used in the Fall Action Research Workshop.

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These are the slides (final version) used in the Spring Action Research Workshop.

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APPENDIX G: OUR TEMPLATES

This template (used in landscape) was used for planning out the project.

Pathway: ______School:______Project Name (or description): ______Teachers involved: ______

Purpose/Research Indicators Data Sources Question(s) Data Source Data Source Data Source 1 2 3

Adapted from: Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams. Corwin: Thousand Oaks, CA.

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This template was for reporting on the project.

Project title Name/School

Statement of the problem or the challenge being addressed by the research (Research questions).

Provide a brief description of the context of the research & researchers.

Briefly describe the methodology of the study. (What was done, what data sources were used)

Summarize the major findings. What evidence supports the findings?

State the conclusions, action plans, and/or additional research that resulted from the research study.

Adapted from: Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams. Corwin: Thousand Oaks, CA.

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