Stony Mountain School Report to the Community in pdf format
“To promote the engagement of students in the school experience so that they develop the attitudes, skills and actions of responsible learners.
“To promote new and build on existing sustainable development initiatives by:
- Defining sustainability in the Interlake School Division.
- Assessing resources and practices already in our Division.
- Developing innovative strategies to promote in our division.
By June 2011, Stony Mountain School and community will have opportunities to participate in activities promoting local sustainability. Local sustainability integrates economic, social and environmental considerations.
Students will become informed and responsible decision-makers, playing active roles as citizens of Canada and the world, and will contribute to social, environmental, and economic well-being and an equitable quality of life for all, now and in the future. (Manitoba Education-Education for Sustainable Development)
By June 2011, Stony Mountain School staff will be involved in planning and sharing activities and units incorporating Universal Design for Learning and Multiple Intelligences.
By June 2011, students at Stony Mountain School will participate in activities following UDL in various curricular areas (K-8).
By June 2011, all staff will be aware of the philosophy of “bucket filling.”
By June 2011, students will be introduced to the idea of “bucket filling.”
There were a number of sustainable development activities throughout the year. In September there was a food drive and students were asked to bring a canned food item to the Welcome Back Dance. During the Halloween Dance students donated articles of winter clothing to support children in their community. Grade 7 students volunteered at the Christmas Cheer Board in December to support their local community. Students collected cans of soup in February to support a Grade 8 class project.
In February, Grade 7 and 8 students participated in 30 Hour Famine and a school-wide bake sale was held with all proceeds going to 30 Hour Famine. Approximately $1,420.00 was raised.
A fun day of bingo and a silent auction was held for all students in early May. Over $450.00 was raised to help the Red Cross in support of Japanese Earthquake Relief.
Our school wide initiative had the entire student population participate in Brush Out Poverty.
Brush Out Poverty's approach to fighting poverty and raising awareness about poverty is threefold:
- To provide an art, cultural and social awareness exchange between children in the developed and developing worlds.
- To raise awareness of African children orphaned due to AIDS.
- To provide an option of raising funds for orphanages in Africa. All funds raised are directed towards educational materials, i.e. school fees, books, computers and other basic educational needs. 100% of all proceeds are directed to the African Orphanages involved in Brush Out Poverty. ( www.brushoutpoverty.org )
Stony Mountain School students created their own pictures that were exchanged with our African counterparts. Prior to the pictures being shipped to Africa they were scanned and family members were given an opportunity to purchase prints or cards. All proceeds were forwarded to support the African orphanages involved with this project.
During this school year the staff had yet another opportunity to attend a Professional Development Day with Dr. Jennifer Katz from the University of Manitoba. Information was compiled in a Professional Development Binder for our staff on Universal Design for Learning and shared at monthly staff meetings. Dr. Katz will present a Summer Workshop this July for teachers from our School Division.
The Universal Design for Learning Model is a best practice research based framework which addresses the diverse needs of all learners: individual, social-emotional and academic. This model values the strengths and differences of all the participants to build a vibrant cohesive community.
The concept of Universal Design for Learning is a three factor model that includes:
- Systems & Structures in a School - resource supports, collaborative practices, guidance, co-planning and collaborative decision making.
- Inclusive Instructional Practices - multiple intelligences, integrated curriculum, cooperative learning, flexible groupings, differentiated instruction, technology and inquiry based learning.
- Social and Emotional Learning - valuing diversity, democratic classrooms, respect agreements and bucket filling.
There were various multi-grade activities on the Multiple Intelligences that took place at our school throughout the year. Students also had the opportunity to engage in an animation workshop through Manitoba Theatre for Young People. This encompassed literacy, art, computers, & movement. Literacy Day focused on community building, and many activities on the theme "Africa". Our final activity was a display at Portfolio Night. The "Gallery Walk" featured our celebration of learning through the use of Universal Design for Learning as a model in our school.
“Bucket fillers” is a school wide initiative developing a culture of mutual respect.
The concept is based on the idea that we all carry an invisible
bucket that contains our feelings. “A bucket filler” is someone who says
or does nice things for other people. A simple idea, but one that is
difficult for many students.
(
www.bucketfillers101.com )
Staff was given the opportunity to read the book How Full is Your Bucket. Children’s books related to the topic of “bucket filling” were ordered and shared with the primary students. The teachers used the October 12 in-service day to prepare many of the activities for the year. The school-wide kick-off assembly to introduce the concept of “bucket fillers” was held in January, 2011. A mini-movie created by staff was shared at that assembly. A school-wide activity day was held with cross grade groups who worked through stations on poster and cardmaking, storytime, role-playing and cooperative games all based on “bucket fillers”, and developing the concept of mutual respect among students.
A survey was developed and given to all students in January and June. Results were consistent throughout the year and one of the future goals is to increase those results. It appears that 95% of students believe they are bucket fillers, however, only 60% feel other students fill their buckets.
Buckets were purchased for each class and paper drops were created. The drops were filled out by students and staff when someone filled their buckets. The “drops” were collected throughout the year and placed throughout the hallways.
We look forward to continuing with this goal in 2011-2012.