Nov’ 24, 2020 minutes

MINUTES OF THE BRENTWOOD PARENT COUNCIL ASSOCIATION

SEPTEMBER 22, 2020 Start: 7PM Location: ZOOM MEETING Meeting Jen S. Called By Type of Regular Meeting meeting Facilitators Jen S. Sai M. (co-hosts); Vaishnavi S. (Q&A); Deb T. (Chat Moderator)

Co- Vaishnavi S.; Deborah T. (Minutes for November 24 th, 2020) Secretaries

Timekeeper N/A

Administration: Mr. Tim Michayluk (Principal), Mr. Dustin Turner (Assistant Principal)

Council Executives: Jen S. (Co-Chair), Anne C. (Co-Treasurer), Vaishnavi S. (Co-Secretary), Attendees Deb T. (Co-Secretary)

Parents: Menaal M.; Carmen D.; Daiva J.; Sarah J. ; Kike A. ; Fatima ; Ijay O. ; Layla

• CALL TO ORDER – Jen S. 1

2 LAND ACKNOWLEDGMENT

3 WELCOME AND INTRODUCTIONS

4 APPROVAL OF AGENDA – Jen motioned, Vaishnavi seconded, unanimously approved.

APPROVAL OF MINUTES FROM LAST MEETING (OCTOBER 2020) - Jen motioned, Anne 5 seconded, unanimously approved.

BUSINESS ARISING FROM MINUTES –

• N/A

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7 REPORTS

CHAIR REPORT (Jen S) 7.1 Sai M. (co-chair) is leaving council due to an out of province move. This position is now available .

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PRINCIPAL REPORT

Principal Report for Brentwood Parent Council – Nov 24, 2020

Thank you very much to parent council for continued their initiatives and actions in supporting our Brentwood School families through the spirit of giving......

two food basket draws gift card support of families in need PT/ Conference meal for our teaching staff This is very much appreciated!!!!

Our First COVID case identified while at school came to fruition on November 22, 2020. Proper messaging was sent home to parents of students who are close contacts as well as staff (phone calls were made as well). Appropriate measure were taken to isolate the class of students and staff affected - AHS and CBE COVID team are connecting with all who need to be contacted at this time with further protocol directions and instructions.

1. School Development Plan: Mr. Turner will share details of a 3 year plan now - 2 goals. 2. Upcoming P/T conferences: In Person learners – KINDERGARTEN December 3 (9:00 AM – 12:00 PM / 1:00 – 4:00 PM / 4:45 – 8:45 PM) / December 4 (9:00 AM – 12:00 noon) – 15 to 20 minute conferences In Person learners – Grade 1-5 December 3 (4:45 PM – 8:45 PM) / December 4 (9:00 AM – 12:00 noon) – 15 minute conferences Hub learners – Grade 1-5 December 3 (1:00 PM – 4:30 PM) (5:30 PM – 7:30 PM) / December 4 (9:00 AM – 3:00 PM) – 15 minute conferences

3. Virtual Assemblies for all grades: 7.2 Throughout the course of the year, grade levels will be presenting through a virtual assembly their work premised upon our well being SDP goal and in conjunction with Mind-up. Parents and students will be informed as to the link closer to each presentation date. (Brentwood School YouTube Channel) The following schedule has been set: Grade 2 – November Grade 5 – January Grade K&1 – March (TBD) Grade 4 – April Grade 3 – June A winter holiday ‘celebration’ – one time during the last week of December – working on a school wide virtual assembly that will include the ‘seasonal hat’ draws we do every year – more information to come as to date and time.

4. School wide activities for 2020-21 Virtual Presentations – costs being finalized as virtual presentations are somewhat adjusted in price when done virtually Two are being confirmed: January – John Dunn – Arctic explorer March – Matt Wilhelm – MDX cyclist with character building messages

5. 2019-20 Yearbook - pick-up and delivery are complete 6. Teacher Report – Mr. Turner

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Q and A with Mr. Michayluk

Will there be a uniform sale for second-hand uniforms?

Answer: I don’t foresee there being a sale due to COVID-19 restrictions, especially with limitations to people entering the building. An online sale is also difficult in terms of setting that up and tracking people. However, there is an opportunity for parents to go to KIJIJI. We also just received a notice from McCarthy, our official TLC uniform supplier, to benefit from coupons or reduced prices on uniforms in the future. We will be getting that information out to parents as soon as we have more details.

Parents are still asking about daycare options. Where can we get this information?

Answer: We will look at posting information on the council website. We have to be careful about advertising as this is not allowed on the CBE website. We will talk to the executives on the parent council to discuss how we can relay this information on the council website.

Regarding COVID19: A child was asked to isolate but is not symptomatic. Can this student still do classes through Google Classroom?

Answer: Yes, they can go to Google Classroom. However, it should be noted that in the isolation stage for in-person learners, this will not look like HUB learning. HUB learning takes a long time to set up and has nothing to do with in-person learners who isolate. In fact, the Google Classroom for an in-person student is a modified version of what is happening in the classroom. I would say that it is much better than the emergency learning that took place in March 2019 because teachers have been asked to post material in the Google Classroom in conjunction with in-person teaching. This was done as a preventive measure in case a classroom or a set of students had to go in isolation.

Please note that we do not work with D2L at Brentwood. We work with Google Classroom, which is better and more intuitive for both students and teachers. As an example, the classroom that is currently in isolation has already shifted to working with the children in an online environment. I trust that this was a smooth transition and the teacher already had Google Meet with the students.

Would the Google Classroom be available only to an entire classroom, or can it can be also accessed by a few individuals who are in isolation?

The online classroom, per se, is applicable to an entire classroom. As for the individuals who are in isolation, accessing the google classroom will give them information on what the teacher has been working on in the classroom. Remember that we can’t transfer a student who is in isolation in a HUB class.

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Please give us more information as to what is done when a COVID-19 case is identified at Brentwood School.

When a COVID-19 case is identified, we sent information to the affected classroom and individuals (close contacts in classroom and bus). Following the guidelines and rules, we ask certain individuals to isolate. Information is sent to impacted parents to make them aware of what is happening. AHS also works on connecting with the close contacts to provide them with further information. However. The reality is that it is taking AHS longer to touch base with the close contacts because of a backlog.

What about cleaning protocols?

When we immediately shut the classroom, a CBE team of 4 people is dispatched to clean the affected classroom from top to bottom. That was done as soon as we identified the COVID-19 case in the impacted classroom. The area stays as is a for a period of time until it is ready to welcome back all students on their return date. Areas of “possible close contact” are also thoroughly cleaned in the building. I know that areas of close contact in the bus are also taken care of. There is a cleaning routine as quickly as we find out about a COVID-19 case. We do everything that we can to manage the crisis. We also have extra cleaning staff at the school significantly and cleaning happens on a regular basis. I can tell you that the cleaning staff is working very hard and doing a great job. If your child has symptoms, the child will be placed in an infirmary which is close

to the office. The minute that the child leaves this area, the cleaning staff immediately cleans that area.

Does Kindergarten have an online class option?

No, this is a CBE decision. The students who are currently enrolled in kindergarten do not have the option to do online learning. They will not lose their spots and will be deferred to Grade 1. The only time where there might be online learning taking place for Kindergarten students would be from January 4th to January 8th, as per the latest rules set by Dr. Deena Hinshaw and Premier Kenney. There is more information coming from CBE and we can expect more information soon.

Considering the new COVID regulations, will everything pretty much stay the same for Kindergarten and will bussing still be available?

The answer to that is yes.

Are we allowed to drop off lunches in school?

Generally, no, unless a child has forgotten. We’re trying to keep traffic as limited as possible. We try to keep parents outside the building. If you need to drop off something, we will pick it up from the outside and deliver it to your child.

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Are we allowed to switch to HUB if we are currently doing in-person learning?

No, the choice for that was given because we needed to make sure we had all the staff in place. There is only a certain condition that would be allowable, and that would have to be reviewed by myself, the Area Director, and the Chief Superintendent. There is a very long process to get through and your case would be subject to discussion and review.

How often do kids come in with symptoms and you have to ask them to isolate?

It varies. In the beginning there was a fair bit, but with the deeper understanding of the disease and symptoms, we take time to assess the symptoms. We chat to the student about how he/ she is feeling and if the symptoms have been around for a certain period of time. This is not an automatic process and we understand that parents have limitations in terms of picking up their kids and arranging for childcare. We do follow protocol but we are very careful in assessing whether or not symptoms warrant isolation. We always encourage parents to keep the child home, even if it is a cold. It will give you the assurance that they are stable, healthy, and that they don’t pass on their illness to other people in the school.

Thank you Mr. Michayluk. On behalf of the council and all parents, we would like to thank you for your hard work for keeping the staff and school safe.

We are trying so hard and we are thankful to all parents at Brentwood. They have been so good in keeping us updated and letting us know quickly when there is a suspected case within their household. Call and don’t be scared if you have something to share. It’s really tough but we are all in this together.

TEACHER REPORT

7.3 education report for minutes november.pdf

School Development Plan 2020-21.pdf

7.4

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TREASURER REPORT Motion to approve Treasurer Report. Deb/ Vaishnavi- motion carried

Nov 2020 Council Report.pdf 7.5

Motion to approve Treasurer Budget. Jen/ Deb- motion carried

Nov 2020 Council Budget.pdf

KEY COMMUNICATOR UPDATE- Daiva J.

7.6 Key Communicator meetings happen every quarter and there wasn’t a meeting since my last October meeting.

EVENTS COMMITTEE

Upcoming teacher appreciation dinner December 3- Teachers will be ordering from Healthy Hunger for their meals. Most of the teachers have ordered. 8.1 Christmas Raffle- teachers and students get a chance to win a COOP or Save-on- Foods gift baskets if they send a picture of themselves in holiday attire. Picture will be posted on website.

FUNDRAISING COMMITTEE

8.2 A discussion with council executives resulted in the determination that a fundraising project wasn’t a pressing issue. In addition, due to covid19, fundraising is more complex to manage.

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9 NEW BUSINESS- N/A

10 Q&A- N/A

11 NEXT MEETING: JANUARY 26, 2021

12 ADJOURNMENT: Motion to adjourn the meeting Jen/Anne- motion carried.

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Version 1.0 School Council Education Report 2020-2021 September 2020 Kindergarten

-Learning how to use scissors -Practicing our fine motor In Kindergarten we have skills by ripping paper and learning the first letter of been...... our name.

-Learning how to draw a person -Recognizing the letters in our name Grade Ones have been busy learning new routines and practicing Grade 1 safety protocols for the new school year.

We read the book GERMS VS. SOAP by Didi Dragon. We learned that washing hands with soap is the best way to kill germs and stay healthy. We have also been practicing physical distancing in the hallways and classroom. Grade 2

The Grade Twos have been practicing patterning in and outside the classroom. We have also been investigating and tallying what kind of insects we have in the world around us. Check out our awesome drawing and labelling! Grade 3 • In Class Learning ... Grade three students use Raz-Kids in class as well as at home, so we appreciate that parents are supporting this platform. We also use visual journals on a regular basis and incorporate it into many subject areas. HUB students... started online classes last week! We have gotten to know our teachers, shared important items about ourselves, and are learning how to use Google Classroom to access our lessons! Grade 4 In social studies we have been busy learning about why we are studying Alberta. We have been sharing personal stories and making connections with each other. This year we will focus on our big question, "is the truth the same for everyone?"

We have also been diving into improving our sketching skills and looking at things from multiple perspectives by using thoughtful statements: "I see...I think...I wonder...I notice...I connect..." Grade 5

• Over the last month, the grade 5 students have been following the scope and sequence as outlined by the Calgary Board of Education. Each class has begun with the wetland unit in science and has delved into Food Webs by literally creating a web with string and showing links between organisms. Students also enjoyed an imaginary field trip, complete with a spray bottle to simulate water from a duck's wing splashing on them, and grass slapping against their legs, as they pictured walking from one zone to another, in the wetland. • Some other areas of focus have been: • Place value and patterns in math • Physical regions of Canada • Personal responses using the Reiterate, Reflect and Relate strategy to provide evidence of learning Music

• Kindergarten to Grade 2 students have • Grade 3 to 5 students have explored music explored music concepts such as steady concepts such as form and expression beat and rhythmic patterns through through engaging in rhythm activities, as engaging in body percussion and creative well, began to use extensive music movement. They have also been vocabulary to describe listening excerpts. introduced to music skills such as They have also further developed music skills listening to and identifying sounds within such as reading and creating 4-8 beat their environment. rhythmic patterns. Physical Education

• Students in grade This month, students in four and five are kindergarten and grade learning and one are working on reviewing their spatial awareness and soccer skills locomotor movements.

Students in grade two and three are working on hand eye coordination and sending and receiving skills using scoops (gr 2) and frisbees (gr 3) October 2020 Kindergarten

-learning about the lifecycle of a pumpkin

In Kindergarten we have been......

-learning the letter sounds of 'a" and 'c" -printing the letters 'a' and 'c" -drawing pictures that start with the letters 'a' and 'c' Grade 1 Grade 1s, at school and on the Hub, have been learning about Fall. They have explored outside for signs of the season, like the leaves changing color and the weather getting colder. Students worked on activities such as leaf art and leaf rubbings. Some students also created scarecrow pictures to decorate the hallways. Grade 1s enjoyed reading Autumn poetry and sharing books about Fall online. For one writing activity, they brainstormed describing words to use and completed a poem about falling leaves. Grade 2 • Grade 2s have continued to study insects and other small crawling and flying animals. We planned our insects in our visual journals and created our "ripped insects" to unleash on the world! Sapphire the snail was a special guest in our classes. We enjoyed meeting the creature that only has one foot! • We also compared a water strider to a paper clip. We discovered that water striders are slightly better than paper clips at using surface tension to stay afloat! • To celebrate nature, we also made some rock art - just in time! Grade 3 In Class Learning ... • Grade three students use Raz-Kids in class as well as at home, so we appreciate that parents are supporting this platform. We also use visual journals on a regular basis and incorporate it into many subject areas.

In HUB, we are learning about animal life cycles! Ribbit ribbit... what are the different life stages of a frog? Grade 4 Grade 4's online have begun exploring Alberta's 6 Natural Regions in Social Studies. The children are quickly becoming experts of their assigned region.

In Science, we continue to investigate issues related to Waste in our World. We are We are enhancing our written communication nearing the end of our unite and are reflecting by focusing on developing our ideas on what we learned and how we can reduce in paragraphsin Language Arts and have also our footprint by writing a letter to Earth. been learning various As we are finishing our unit we are transitioning reading comprehension strategies. We have to learning about our next unit: Light & Shadow. wrapped up our patterns and representing We kicked off the unit with an in-school field trip numbers units in Math. with Scientists in School Grade 5 • Over the last month, the grade 5 students have been following the scope and sequence as outlined by the Calgary Board of Education. Each class has begun with the wetland unit in science and has delved into Food Webs by literally creating a web with string and showing links between organisms. Students also enjoyed an imaginary field trip, complete with a spray bottle to simulate water from a duck's wing splashing on them, and grass slapping against their legs, as they pictured walking from one zone to another, in the wetland. • Some other areas of focus have been: • Place value and patterns in math • Physical regions of Canada • Personal responses using the Reiterate, Reflect and Relate strategy to provide evidence of learning Music Shaker Eggs Sand Blocks Rhythm Sticks

Kindergarten to Grade 2 students have continued to explore music concepts such as steady beat and rhythmic patterns through creative movements and percussion instruments such as shaker eggs and sand blocks.

Grade 3 to 5 students have continued to add to their music vocabulary, while applyingmusic concepts such as form, expression, and dynamics through humming melodies and playing rhythmic accompaniments. Physical Education

• Kindergarten students worked on improving their locomotor movements and practiced how to roll a ball

Students in grade 4 & 5 played soccer games

Students in grade one and two worked on hand eye coordination through sending and receiving skills using scoops (gr 1) and frisbees (gr 2)

• Students in grade 3 learned soccer skills including dribbling, passing and kicking November 2020 Kindergarten

As an extension of our Remembrance Day assembly and discussions, the students in Kindergarten have been learning all about peace and have talked in depth about what peace is. We practiced our fine motor skills by creating beautiful water colour peace signs using colours that made them feel calm and happy. Each student then made a statement about what peace meant to them.

Kindergarten has also been working hard on our alphabet and number recognition skills through games! Students have been doing number and alphabet puzzles, letter matching, and sound identification games. In Math they’ve been working hard on their one-to-one correspondence skills by using dice and counting objects. On Remembrance Day, Grade GRADE ONE In Social Studies we focused One students in school and online on the symbols and traditions honored the sacrifice of the groups we belong to. and dedication of those who fought in the war.

Diwali Art

Symbols of Alberta and Canada In November, the students in Grade 2 have been looking at the Prairie, Arctic and Atlantic regions of Canada and Grade 2 exploring our own backyard of Calgary looking at the landscape and features of the communities. We have also been busy learning about Responsibility and preparing for our first Character Assembly at the end of the month! Grade 3 In-class students have been focusing their efforts on finishing up their units on Place Value, Mapping, and Rocks and Minerals. Some also spent time exploring various facets of Remembrance Day. We all enjoyed the virtual Remembrance Day assembly and appreciated the opportunity to pay our respects to those who served in war. Hub learners wrote about peace, Remembrance, and talked about what these personally mean to them and their families. We also participated in some online activities for Remembrance Day, and the Brentwood Hub students watched the online assembly as well! This month we took time to remember those who have and continue to sacrifice so much for our freedom. We completed a 6 Room Poetry Reflection in our Visual Journals to The students made create thoughtful Origami dragon eyes to poems learn about the parts of the eye for our Science Light & Shadow unit Grade 4

Students got to experience a virtual field trip as Scientists in Schools set up a series of experiments to kick off the Light & Shadow unit! Grade 5

Our grade 5 student took on the challenge of creating the first virtual assembly of the year, working collaboratively to create our Ceremony of Remembrance for the school. They did a fantastic job learning "Oh Canada" in sign language, reciting poetry and running the program.

In art we have been focusing on identifying and using the 7 elements of art in our work. Each class recently explored the idea of value by creating pieces that were based on a single colour, along with the tints and shades made by adding white or black.

To go along with this artwork, we brought in writing and the understanding of propaganda we've been working to build, with each class creating advertisements of some sort to go along with their artwork. We have some very convincing young entrepreneurs in our midst! Music

• Kindergarten to Grade 2 students are developing listening skills to identify and maintain a steady beat in a song or beat game. They continue to use body percussion and non-pitched instruments to play 4- beat rhythmic patterns. Some new instruments explored include hand drums and mini clappers.

• Grade 3 to 5 students are learning to describe what they hear using music vocabulary, as well as making personalconnection(s) when listening to music excerpts by famous composers. They continue to read and play new rhythmic accompaniments. In small groups, they have begun to engage in music composition, using body percussion. Physical Education • Students in Kindergarten and grade one have been learning different soccer skills includingdribbling, passing and kicking. • Our grade two and four students have been practicing their striking skills by participating in various games using plastic paddles, dodgeballs and beanbags. • After finishing up our soccer unit, students in grade three have worked on their jump rope skills. They have participated in individual skipping activities to improve their ability and group games that reinforce these skills. • In grade five, students have been working on their overhand throwing skills in preparation for playing handball. They have taken part in a variety of games that practice throwing and catching. January 2020 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Physical Education February 2020 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Physical Education March 2020 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Physical Education April 2020 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Physical Education May 2020 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Physical Education June 2020 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Physical Education || School Development Plan

School:Brentwood School

Data Student Goals Instructional Actions Resources Key Outcomes Measures Begin End Improvement What does the Data Story surface? What area(s) need to be improved? What professional learning will staff do What resources (learning structure, What are the improvements expected What are the specific data sources that For each measure, what is (are) the For each measure, what is (are) the What is the result of the End number to build their capacity to provide for human, physical, technological, as a result of the actions will show the summative evidence of beginning of the year number(s) / end of the year number(s) / minus the Begin number? these experiences? financial) will the achievement of key outcomes? interpretation? interpretation? be needed in order to realise the goal? What strategic actions will staff take with students to advance the goals?

Theory of Action for Literacy: If students increase their experience, confidence and understanding in using high impact literacy strategies, then reading comprehension across disciplines will improve.

Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Data Student Goals Instructional Actions Resources Key Outcomes Measures Begin End Improvement 2020-21 2020-21 2020-21 2020-21 2020-21 Measure 1: Measure 1: Measure 1: - 24.8% of students received a Student achievement in Staff will: - Funds to purchase the book - Staff professional growth Teacher Survey November 2020: XX.X% of June 2021: XX.X% of teachers 1 or 2 indicator in the January literacy will improve across - engage in a school-wide book for each member of the staff focussed on high impact teachers report feeling report feeling an increased 2020 English Language Arts disciplines. study on “Teaching Literacy in - Whole staff professional literacy strategies (reading somewhat confident or confidence in their Stems "Reads to explore, the Visible Learning development days comprehension) confident in their understanding understanding of high impact construct and extend Classroom by Fisher, Frey and - Schedule of book study and - Increased teacher confidence of high impact literacy literacy approach instruction. understanding” (Gr. 1-5) and Hattie” grade-specific professional in task design focussed on approach instruction. “Uses early literacy strategies - in grade-specific professional learning community meetings. high impact literacy approach Measure 2: Measure 2: Measure 2: to explore, construct and learning communities, design - Scope & Sequence instruction (reading Teacher Survey November 2020: XX.X% of June 2021: XX.X% of teachers express ideas” (K). tasks with regular opportunities (repository) – High Impact comprehension) teachers report that students report that students consistently for students to practice Literacy Approach focus for - Increased student confidence consistently understand and understand and use high - Teacher 2019-2020 intentional use of 4 high impact each grade in using high impact literacy use high impact literacy impact literacy strategies to perception data focussed on strategies to improve literacy strategies to improve reading strategies to improve reading improve reading challenges in students' reading skills (early literacy, reading comprehension comprehension. comprehension. comprehension and ability to comprehension). - Increased student opportunity Measure 3: Measure 3: Measure 3: transfer learning across for students to practice Student Survey November 2020: XX.X% of June 2021: XX.X% of students disciplines. intentionally and independently With students, staff will: students report feeling report feeling increased the use of high impact somewhat confident or confidence or confident in - develop student - 12% of students who strategies to improve reading confident in using high impact using high impact literacy competed the accountability understanding of at least 4 comprehension. different high impact literacy literacy strategies to improve strategies to improve reading pillar survey did not agreed - Student growth in reading reading comprehension comprehension. strategies to increase early with the statement "at school, comprehension Measure 4: Measure 4: Measure 4: can you get the help you need literacy and reading - A detailed Scope & comprehension. Student Survey November 2020: XX.X% of June 2021: XX.X% of students with reading and writing?". Sequence of high impact students report they have an report they have an opportunity - develop students’ confidence literacy strategies areas of in in using different high impact opportunity to build and to build and improve reading focus for each grade in 2020- improve reading comprehension strategies literacy strategies to increase 21. early literacy and reading comprehension strategies each day while in class. comprehension each day while in class. Measure 5: Measure 5: Measure 5: ELA report card stem “reads to January 2020 report card data: June 2021 report card data: explore, construct and extend 79.2% of students had an XX.X% of students have an understanding” (Gr. 1-5) and indicator of 3 or 4 indicator of 3 or 4 “Uses early literacy strategies to explore, construct and express ideas” (K).

Brentwood School Printed on: November 24, 2020 Page 1 of 6 School Development Plan

2021-22 2021-22 2021-22 2021-22 2021-22 Measure 1: Measure 1: Measure 1: Student achievement in Staff will: - Whole staff professional - Staff professional growth Teacher Survey September 2021: XX.X% of June 2022: XX.X% of teachers literacy will improve across - continue to engage in a development days focussed on high impact teachers report feeling report feeling an increased disciplines. school-wide book study on - Schedule of book study and literacy strategies (reading somewhat confident or confidence in their ““Teaching Literacy in the grade-specific professional comprehension) confident in their understanding understanding of high impact Visible Learning Classroom by learning community meetings. - Increased teacher confidence of high impact literacy literacy approach instruction. Fisher, Frey and Hattie” - Scope & Sequence in task design focussed on approach instruction. - continue to reinforce (repository) – High Impact high impact literacy approach Measure 2: Measure 2: Measure 2: understanding of previous Literacy Approach focus for instruction (reading Teacher Survey September 2021: XX.X% of June 2022: XX.X% of teachers year's high impact strategies. each grade comprehension) teachers report that students report that students consistently - in grade-specific professional - Increased student confidence consistently understand and understand and use high learning communities, design in using high impact literacy use high impact literacy impact literacy strategies to tasks with regular opportunities strategies to improve reading strategies to improve reading improve reading for students to practice comprehension comprehension. comprehension. intentional use of 3 high impact - Increased student opportunity Measure 3: Measure 3: Measure 3: strategies to improve literacy for students to practice Student Survey September 2021: XX.X% of June 2022: XX.X% of students skills (early literacy, reading intentionally and independently students report feeling report feeling increased comprehension). the use of high impact somewhat confident or confidence or confident in strategies to improve reading confident in using high impact using high impact literacy comprehension. With students, staff will: literacy strategies to improve strategies to improve reading - Student growth in reading reading comprehension. comprehension. - continue to develop student comprehension Measure 4: Measure 4: Measure 4: understanding of previous - Detailed Scope & Sequence year’s focus on high impact Student Survey September 2021: XX.X% of June 2022: XX.X% of students of high impact literacy students report they have an report they have an opportunity strategies strategies areas of focus for - develop student opportunity to build and to build and improve reading each grade in 2020-21 and improve reading comprehension strategies understanding of an additional 2021-22. 3 different high impact literacy comprehension strategies each day while in class. strategies to increase early each day while in class. literacy and reading Measure 5: Measure 5: Measure 5: comprehension. ELA report card stem “reads to June 2021 report card data: June 2022 report card data: - develop students’ confidence explore, construct and extend XX.X% of students have an XX.X% of students have an in in using different high impact understanding” (Gr. 1-5) and indicator of 3 or 4. indicator of 3 or 4 literacy strategies to increase “Uses early literacy strategies early literacy and reading to explore, construct and comprehension express ideas” (K).

Brentwood School Printed on: November 24, 2020 Page 2 of 6 School Development Plan

2022-23 2022-23 2022-23 2022-23 2022-23 Measure 1: Measure 1: Measure 1: Student achievement in Staff will: - Funds to purchase the book - Staff professional growth Teacher Survey September 2022: XX.X% of June 2023: XX.X% of teachers literacy will improve across - engage in a Engage in a for each member of the staff focussed on high impact teachers report feeling report feeling an increased disciplines. school-wide book study on - Whole staff professional literacy strategies (reading somewhat confident or confidence in their “Book TBD based on progress development days comprehension) across confident in their understanding understanding of high impact and need” and - Schedule of book study and disciplines. of high impact literacy literacy approach instruction - in grade-specific professional grade-specific professional - Increased teacher confidence approach instruction across across disciplines. learning communities, design learning community meetings. in task design focussed on disciplines. tasks with regular opportunities - Scope & Sequence high impact literacy approach Measure 2: Measure 2: Measure 2: for students to practice (repository) – High Impact instruction (reading Teacher Survey September 2022: XX.X% of June 2023: XX.X% of teachers intentional use high impact Literacy Approach focus for comprehension) across teachers report that students report that students consistently strategies across disciplines. each grade disciplines consistently understand and understand and use high - Increased student confidence use high impact literacy impact literacy strategiesto in using high impact literacy strategies to improve reading improve reading With students, staff will: strategies to improve reading comprehension across comprehension across - continue to develop student comprehension across disciplines. disciplines understanding of previous disciplines Measure 3: Measure 3: Measure 3: focus’ on high impact - Increased student opportunity Student Survey September 2022: XX.X% of June 2023: XX.X% of students strategies for students to practice students report feeling report feeling increased - develop student intentionally and independently somewhat confident or confidence or confident in understanding of high impact the use of high impact confident in using high impact using high impact literacy literacy strategies to increase strategies to improve reading literacy strategies to improve strategies to improve reading early literacy and reading comprehension. reading comprehension across comprehension across comprehension across - Student growth in reading disciplines disciplines disciplines comprehension in ELA and Measure 4: Measure 4: Measure 4: - develop students’ confidence across disciplines in in using different high impact Student Survey September 2022: XX.X% of June 2023: XX.X% of students - Detailed Scope & Sequence students report they have an report they have an opportunity literacy strategies to increase of high impact literacy early literacy and reading opportunity to build and to build and improve reading strategies areas of focus for improve reading comprehension strategies each grade in 2020-21, 2021- comprehension strategies each day while in class. 22, 2022-23 each day while in class. Measure 5: Measure 5: Measure 5: ELA report card stem “reads to June 2022 report card data: June 2023 report card data: explore, construct and extend XX.X% of students have an XX.X% of students have an understanding” (Gr. 1-5) and indicator of 3 or 4. indicator of 3 or 4 “Uses early literacy strategies to explore, construct and express ideas” (K). Measure 6: Measure 6: Measure 6: Science and Social Studies June 2022 report card data: June 2023 report card data: report card stems “Develops XX.X% of students have an XX.X% of students have an skills for inquiry and indicator of 3 or 4. indicator of 3 or 4 communication” (K-5), and “Demonstrates skills and processes for inquiry and research” (Gr. 1-5).

Brentwood School Printed on: November 24, 2020 Page 3 of 6 School Development Plan

Theory of Action for Well-Being for Learning Data: If students increase their experience, confidence and understanding in using mindfulness strategies, then student well-being will improve.

Well-Being for Learning Well-Being for Learning Well-Being for Learning Well-Being for Learning Well-Being for Learning Key Well-Being for Learning Well-Being for Learning Well-Being for Learning Well-Being for Learning End Data Student Goals Instructional Actions Resources Outcomes Measures Begin Improvement 2020-21 2020-21 2020-21 2020-21 2020-21 Measure 1: Measure 1: Measure 1: - 14.2% of students in the Student use of mindfulness Staff will: - MindUp resources - Staff professional growth Teacher Survey November 2020: XX.X% of June 2021: XX.X% of teachers Health report card stem strategies for well-being will - in grade team meetings use (connecting literature, teaching focussed on mindfulness and teachers report feeling report feeling an increased “Explores roles and improve. the MindUp resources to plan supports, etc.) emotional regulation somewhat confident or confidence in their ability to responsibilities to work tasks to support student - Scope & Sequence for - Increased teacher confidence confident in their ability to instruct mindfulness and towards life and learning mindfulness and emotional outlining MindUp areas of in understanding of emotional instruct mindfulness and emotional regulation strategies goals.” did not receive a 3 or a regulation strategies focus for each grade/division. regulation and mindfulness emotional regulation strategies. 4 indicator on the January - model opportunities to use - Schedule of grade team strategies Measure 2: Measure 2: Measure 2: 2020 report card. mindfulness strategies. meetings. - Increased student confidence Student Survey November 2020: XX.X% of June 2021: XX.X% of students - document MindUp areas of in using mindfulness and students report feeling report feeling increased - 9.3% of students on the focus in for future teacher emotional regulation strategies somewhat confident or confidence in using Character report card stem planning. - Increased opportunity for confident in using mindfulness mindfulness and emotional “Makes responsible decisions” students to practice using and emotional regulation regulation strategies. did not receive an EV or EX emotional regulation and strategies. With students, staff will: indicator on the January 2020 mindfulness strategies. Measure 3: Measure 3: Measure 3: - engage students in grade- report card. - Student growth in Student Survey November 2020: XX.X% of June 2021: XX.X% of students specific “MindUp” activities to mindfulness and emotional students report they have an report they have an opportunity develop age appropriate - 10.1% of students on the regulation opportunity to build and to build and improve strategies for improving self- Personal Development report - A refined Scope & Sequence improve mindfulness and mindfulness and emotional regulation, building resilience, card stem “Engages in (Div. 1 and Div. 2) for a emotional regulation strategies regulation strategies each day and strengthening a positive learning with confidence and sustainable MindUp whole each day while in class. while in class. mindset in school and in life. persistence” did not receive an school focus. Measure 4: Measure 4: Measure 4: EV or EX indicator on the Health report card stem January 2020 report card data: June 2021 report card data: January 2020 report card “Explores roles and 85.7% of students have an XX% of students have an responsibilities to work towards indicator of 3 or 4 indicator of 3 or 4 - Teacher 2019-2020 life and learning goals.” perception data focussed on Measure 5: Measure 5: Measure 5: the challenges in students' Personal Development report January 2020 report card data: June 2021 report card data: emotional regulation, card stem “Engages in learning 92.0% of students have an XX% of students have an resiliency, and mindfulness with confidence and indicator of EV or EX indicator of EV or EX persistence” - 22% of parents who Measure 6: Measure 6: Measure 6: completed the accountability Character report card stem January 2020 report card data: June 2021 report card data: pillar survey did not state they “Makes responsible decisions” 90.7% of students have an XX% of students have an were satisfied "with the indicator of EV or EX indicator of EV or EX opportunities your child has to learn about the following topics at school" in Health.

- 33% of students who completed the accountability pillar survey did not agreed with the statement "Can you get help at your school with problems that are not about your school work".

Brentwood School Printed on: November 24, 2020 Page 4 of 6 School Development Plan

2021-22 2021-22 2021-22 2021-22 2021-22 Measure 1: Measure 1: Measure 1: Student use of mindfulness Staff will: - MindUp resources - Staff professional growth Teacher Survey September 2021: XX.X% of June 2022: XX.X% of teachers strategies for well-being will - in grade team meetings use (connecting literature, teaching focussed on mindfulness and teachers report feeling report feeling somewhat improve. the MindUp resources to plan supports, etc.) emotional regulation somewhat confident or confident or confident in their tasks to support student - Scope & Sequence for - Increased teacher confidence confident in their ability to ability to instruct mindfulness mindfulness and emotional outlining MindUp areas of in understanding of emotional instruct mindfulness and and emotional regulation regulation strategies focus for each grade/division. regulation and mindfulness emotional regulation strategies. strategies. - model opportunities to use - Schedule of grade team strategies Measure 2: Measure 2: Measure 2: mindfulness strategies. meetings. - Increased student confidence Student Survey September 2021: XX.X% of June 2022: XX.X% of students - document MindUp areas of in using mindfulness and students report feeling report feeling increased focus in for future teacher emotional regulation strategies somewhat confident or confidence in using planning. - Increased opportunity for confident in using mindfulness mindfulness and emotional students to practice using and emotional regulation regulation strategies. emotional regulation and strategies. With students, staff will: mindfulness strategies. Measure 3: Measure 3: Measure 3: - engage students in grade- - Student growth in Student Survey September 2021: XX.X% of June 2022: XX.X% of students specific “MindUp” activities to mindfulness and emotional students report they have an report they have an opportunity develop age appropriate regulation opportunity to build and to build and improve strategies for improving self- - A refined Scope & Sequence improve mindfulness and mindfulness and emotional regulation, building resilience, (Div. 1 and Div. 2) for a emotional regulation strategies regulation strategies each day and strengthening a positive sustainable MindUp whole each day while in class. while in class. mindset in school and in life. school focus. Measure 4: Measure 4: Measure 4: Health report card stem June 2021 report card data: June 2022 report card data: “Explores roles and XX% of students have an XX% of students have an responsibilities to work towards indicator of 3 or 4 indicator of 3 or 4 life and learning goals.” Measure 5: Measure 5: Measure 5: Personal Development report June 2021 report card data: June 2022 report card data: card stem “Engages in learning XX% of students have an XX% of students have an with confidence and indicator of EV or EX indicator of EV or EX persistence” Measure 6: Measure 6: Measure 6: Character report card stem June 2021 report card data: June 2022 report card data: “Makes responsible decisions” XX% of students have an XX% of students have an indicator of EV or EX indicator of EV or EX

Brentwood School Printed on: November 24, 2020 Page 5 of 6 School Development Plan

2022-23 2022-23 2022-23 2022-23 2022-23 Measure 1: Measure 1: Measure 1: Student use of mindfulness Staff will: - MindUp resources - Staff professional growth Teacher Survey September 2022: XX.X% of June 2023: XX.X% of teachers strategies for well-being will - in grade team meetings use (connecting literature, teaching focussed on mindfulness and teachers report that students report that students consistently improve. the MindUp resources to plan supports, etc.) emotional regulation consistently understand and understand and use tasks to support student - Scope & Sequence for - Increased teacher confidence use mindfulness and emotional mindfulness and emotional mindfulness and emotional outlining MindUp areas of in understanding of emotional regulation strategies regulation strategies. regulation strategies focus for each grade/division. regulation and mindfulness Measure 2: Measure 2: Measure 2: - model opportunities to use - Schedule of grade team strategies Student Survey September 2022: XX.X% of June 2023: XX.X% of students mindfulness strategies. meetings. - Increased student confidence students report feeling report feeling increased - document MindUp areas of in using mindfulness and somewhat confident or confidence in using focus in for future teacher emotional regulation strategies confident in using mindfulness mindfulness and emotional planning. - Increased opportunity for and emotional regulation regulation strategies. students to practice using strategies. emotional regulation and With students, staff will: Measure 3: Measure 3: Measure 3: mindfulness strategies. - engage students in grade- Student Survey September 2022: XX.X% of June 2023: XX.X% of students - Student growth in students report they have an report they have an opportunity specific “MindUp” activities to mindfulness and emotional develop age appropriate opportunity to build and to build and improve regulation improve mindfulness and mindfulness and emotional strategies for improving self- - A refined Scope & Sequence regulation, building resilience, emotional regulation strategies regulation strategies each day (Div. 1 and Div. 2) for a each day while in class. while in class. and strengthening a positive sustainable MindUp whole mindset in school and in life. Measure 4: Measure 4: Measure 4: school focus. Health report card stem June 2022 report card data: June 2023 report card data: “Explores roles and XX% of students have an XX% of students have an responsibilities to work towards indicator of 3 or 4 indicator of 3 or 4 life and learning goals.” Measure 5: Measure 5: Measure 5: Personal Development report June 2022 report card data: June 2023 report card data: card stem “Engages in learning XX% of students have an XX% of students have an with confidence and indicator of EV or EX indicator of EV or EX persistence” Measure 6: Measure 6: Measure 6: Character report card stem June 2022 report card data: June 2023 report card data: “Makes responsible decisions” XX% of students have an XX% of students have an indicator of EV or EX indicator of EV or EX

Brentwood School Printed on: November 24, 2020 Page 6 of 6 Brentwood School Parent's Council Treasurer Report: November 24, 2020 Period of October 27, 2020 to November 23, 2020

Money In Money Out Starting Balance $ 22,391.52 Cheques/Payments Date Cheque # Description 2020-09-29 123 Bus Drivers Appreciation - Tim Hortons GC $ 110.00 2020-11-06 125 Refund of Donation $ 25.00

Deposits/Income Date Type Description 2020-10-31 Interest $ 0.53

Totals $ 0.53 $ 135.00 Ending Balance $ 22,257.05 Outstanding Cheques Date Cheque # Item 2020-09-20 122 Zoom Monthly Fees $ 10.50 2020-11-06 124 Refund of Donation $ 100.00

Total $ 22,146.55

Brentwood School Parent Council 2020-2021 Budget

Budget Item Expense Remaining Income Net Budget Actual Predicted Actual

Welcome Back Event $ 1,500.00 $ 1,129.44 $ 370.56 $ - $ - Fundraising $ 500.00 $ 125.00 $ 375.00 $ 5,000.00 $125.00 $ - Annual Insurance $ 675.00 $ - $ 675.00 $ - Bank Fee/Interest $ 100.00 $ - $ 100.00 $ 8.00 $ 2.76 $ 2.76 Carnival $ 8,500.00 $ - $8,500.00 $ 7,500.00 $ - $ - Fun Lunch $ 150.00 $ - $ 150.00 $ 2,000.00 $595.40 $ 595.40 Grandparents Program $ 600.00 $ - $ 600.00 $ - Miscellaneous $ 200.00 $ 323.00 -$ 123.00 $ - $ - Pumpkinella $ - $ - $ - $ - $ - Teacher Appreciation (Monthly) $ 700.00 $ - $ 700.00 $ - Teacher/Bus Driver Appreciation Day (Annual) $ 2,800.00 $ 479.73 $2,320.27 $ - Treat Day $ 3,500.00 $ - $3,500.00 $ 3,500.00 $ 1.00 $ 1.00 Classroom Resources $ 8,000.00 $ - $8,000.00 Used Uniform Sale $ 100.00 $ - $ 100.00 $ - $ - $ - Casino Expenses $ 175.00 $ - $ 175.00 $ - Totals $ 27,500.00 $ 2,057.17 $ 25,442.83 $ 18,008.00 $724.16 -$ 1,333.01

November 24, 2020