School Goals as Related to the Core Competencies

Note that the information below is also available in a PDF document at the bottom of this web page.

Communication:   Students will develop and transform their individual passions, mastery, and sense of pride in their learning.

Thinking:   Students will demonstrate increased autonomy in the direction of their learning by transforming them into a new understanding.

Personal and Social:   Students will feel connected, safe, and valued as members of the GROW Learning Community

Rationale for Goals

Communication:   In response to the new BC Curriculum, learning is a priority for GROW and the School District in General.   Hence, the need to provide choice in learning activities and assessment, as well as greater student voice in the direction of their learning is essential in developing a greater sense of student autonomy and self-direction.

Thinking:   Increasing student engagement in Learning is critical to student achievement. Hence, development of dynamic and engaging curriculum and assessment practices that address diversity is critical for student success.

Personal and Social:   Social, cognitive, and teacher presence are all critical components of student success in online and blended learning environments.  Therefore, having a sense of belonging and safety, as well as feeling valued by their peers, mentors, and teachers are all essential aspects of connecting students with their community and developing the student’s self-esteem.

Overall School District Framework

GROW, in its delivery of services, supports the School District’s Framework.  The Framework For Enhancing Student Success/Learning (FESL) is set out by Ministerial Order and guides planning by school districts for continuous improvement.  FESL represents a shared commitment to  improving success, equity, and inclusivity of learning outcomes for all students with a particular focus on Indigenous students, children and youth in care, and students with disabilities and diverse abilities who are underrepresented in positive outcomes in BC and in our district. The framework sets outs specific goals and measures in the areas of intellectual, human and social, and career development for all districts. Achievement data is to be disaggregated according to those target groups of students for transparency on how well districts are closing those gaps.  To that end, the framework is looking directly at the following criteria:

Intellectual Development Educational Outcome 

Human and Social Development Educational Outcome

 Career Development Educational Outcome

Students will have the core competencies to achieve their career and life goals

Goal Strategies

Personalization:

• Students will develop a sense of their own learning style and creative passions, as well as opportunities to reflect on their personal growth on a continuing basis.

Engagement:

• Students will have increased opportunities to engage in project-based/inquiry learning.
• Students will be able to assess, communicate, and demonstrate their learning using a variety of methods.
• Students will have expanding opportunities for engaging in multi-grade learning environments.
• Students will grow in their understanding, appreciate, and ability to explore, take risks and grow from failure as part of the normal learning sequence.

Belonging:

• Students will have increased access to forums for social belonging the enhance connection and collaboration.
• Students will have increased opportunities for developing their social emotional skills and awareness, to practice mindfulness and kindness in their relationships for both face-to-face and online learning environments.
• The school will build opportunities for community building, collegiality, and communication across distance and programming.

1.    Management of Learning 

1.1         Course topics, goals, timelines, and expectations regarding assignments are communicated to students.

1.1.1     Students are provided access to required educational program information prior to enrolment.

Supporting Evidence 

• Prospective students are informed of the skills required to be successful as distributed or online learners.
• Advance information about course requirements and resources is publicly available.
• A course and/or program plan and overview is available to students.

Strategy One:

Students and their parents/guardians (if applicable) are informed of the skill set required to be a successful student.  This includes informing them verbally and on the GROW Website of the following criteria for success:

Paper Courses (Grades K – 7):

• Paper courses allow you to complete your coursework anywhere and at any time of day. Despite this flexibility, learners don't set the pace for their studies. Courses have start and end dates, and instructors set the pace by requiring specific deadlines for all coursework. It is very important for students to keep up with due dates and participate actively in their course.
• To take a paper-based course, it is ideal that the student will need regular access to a computer in desktop or laptop form (not a tablet or phone) for extended periods of time to complete assignments. You will also need a reliable Internet connection so you can check your student email and Teams regularly as you communicate with your teacher.

Learning via a paper-based course is quite different from learning in a traditional classroom.  Before deciding to enroll in a distance course, students and their parents/guardians must ask themselves the following questions:

1. As a student I am able to work by myself, or with help from my parent(s)/guardian(s) to do my daily amount of schoolwork?

Yes                       No         

2. Will I be able to devote at least 5 hours per week per course to engaging with course materials and completing assignments?  You may require more or less time, but you should budget for a minimum of 5 hours per week per course.

Yes                       No         

3. Will I have regular access to a computer with a reliable Internet connection for long periods of time to create documents on a computer and use the computer to talk to my teacher?

Yes                       No         

4. As a student I like to read, write, and learn math?

Yes                       No         

5. Do I have a supporting adult who can help me with the course and keep me working on the course (help to motivate me along) if my instructor is not available?

Yes                       No         

If students answered "yes" to these questions, then they are a good candidate for distance learning.  If they answered "no" to one or more questions, then online learning may be challenging for the student.

Parent/Guardian Enrollment Agreement

By enrolling their child into GROW Distance Education, Parents must recognize that:

1. All Elementary, Elementary Rural Secondary Schools, and Secondary Schools in School District No. 27 have a designated “catchment area.”  These catchment areas are used for School Districts to staff the catchment school with teachers and support staff.  If your child is currently enrolled into a neighborhood school, and your child enrolls in GROW (Graduation Routes Other Ways), then the spot that your child has with their current school may no longer be available to them if you choose to return to that school.  Therefore, if at any time you decide that you would like to withdraw your child from Graduation Routes Other Ways, you may apply back to your child’s previous school, but the return of the child to that school will only happen if or once space becomes available.
2. My child is enrolled in a BC public school program funded by the Ministry of Education.
3. I understand that I will be required to work collaboratively with a School District #27 teacher to develop and then approve a Student Learning Plan for my child.
4. All students must complete a “Substantive” Assignment (approximately 5% of the course for each course) within three weeks or less of enrollment and return the assignment back to their teacher.
5. I commit to submitting sufficient work samples of student work on a bi-weekly basis to ensure ongoing progress is being made per the BC Ministry of Education guidelines for reporting.
6. I understand that summative assessment/reporting is the sole responsibility of the teacher, however, daily monitoring, supervision, and ongoing feedback (marking) are the responsibilities of the parent educator.
7. I understand that I must use materials that meet the BC Ministry of Education Learning Standards, and as such are approved by my child’s teacher.
8. I accept responsibility for the proper care, security of learning resources provided by the DL program and will return them at the end of the school year or if my child is withdrawn from the program.

Strategy Two:

 Advance information about course requirements and resources is publicly available. 

A course and/or program plan and overview is available to students. 

On the GROW Website, the following will be presented for students and applicable parents/guardians:

• Course availability including the types of courses by grade (paper or online format)
• Program information for students – is GROW right for me, and how will I work with my teachers and other students?
• Sample Student Learning Plan
• Code of Conduct
• Registration information
• Contact information

               1.1.2    Each student has a clearly articulated student learning plan.

Supporting Evidence 

• Student learning plans are on file for all active students.
• Registration processes include opportunities for students to complete a student learning plan or include reference to an existing student learning plan.
• The student learning plan references provincial and Board/Authority Approved learning outcomes and resources required to meet them.

Strategy One:

Student learning plans are on file for all active students. 

• Student Learning Plans are completed for all students on a yearly basis.

Strategy Two:

Registration processes include opportunities for students to complete a student learning plan or include reference to an existing student learning plan. 

The student learning plan references provincial and Board/Authority Approved learning outcomes and resources required to meet them. 

• Upon student completion of their registration (which is completed on a yearly basis), the student and parent/guardian (if applicable) will be able to reassess the previous learning plan and build upon its successes.
• The student learning plan references learning outcomes that are provincially mandated and applicable resources that support those learning outcomes.

1.2         Instruction to students about participation in activities, productive dialogue, and task expectations, as well as instruction to help students master content and achieve learning outcomes, is provided.

1.2.1     Students are provided support to be successful in an online/distributed learning environment.

Supporting Evidence 

• Students are assessed for their ability to succeed in an online learning environment.
• Registration, advising, counselling, and program planning support are provided.
• Instructional support services and resources are available and communicated to parents and students.

Strategies:

• Students and parents/guardians (if applicable) are provided information on the School District Website before registration if the GROW program will meet their academic and social needs.
• Upon registration, an interview occurs with the student and parents/guardians (if applicable) to ensure that the GROW program will meet the needs of the students.
• Weekly newsletters via website and direct emails to students, parents, and guardians ensure a constant flow of information to ensure that the online/distance students have the knowledge to be successful with success stories and information on the “GROW” experience. Furthermore, these communications will detail instructional supports that are available that are online and in-person.
• Teachers are in constant contact with their students to arrange for online and in person meetings to review the current status of the student’s progress, assist with difficulties they may be having, provide assessment and resources as necessary.
• Students are provided information about academic integrity and netiquette (internet etiquette) for lesson activities, discussions, email communications, and plagiarism. 
•  Expectations, roles and responsibilities of the parent, student and teacher are written and communicated to students. Privacy policies are clearly stated.

Strategies:

The following GROW Code of Conduct will be placed on the GROW website and communicated to all staff and students upon registration and reinforced throughout the school year in Moodle and in teacher communications to students.

Code of Conduct

At GROW we strive to provide a safe and caring environment for all learners in all environments.

Demonstrating positive conduct is the shared responsibility of students, staff, parents/guardians and the broader community at any school or school related activity and at any location, including online.

All members of the GROW community have an obligation to:

• Respect property, environment, personal space, and privacy.
• Support Learning.
• Model courtesy, kindness, and respect to self and others.
• Promote safety at all times.
• Respect differences in people, their ideas, and opinions and treat them fairly regardless of their race, ancestry, place of origin, color, ethnic origin, citizenship, religion, marital status, family status, physical or mental disability, gender, sexual orientation, gender identity or expression and age.
• Dress in a manner that does not cause health or safety concern or promote or signify violent intent or illegal acts.

Safe and Caring School Environments are free from the following in an in-person or digital communication or behavior:

• Bullying, cyberbullying, harassment, threat and intimidation, violence in any form.
• Misuse of cyberspace, cellphones, electronic devices, computers – students are to be aware that misuse of technology may be subject to discipline and/or confiscation of personal property.
• Interfering with the learning and working of others.
• Unsafe or illegal behavior including use or possession of intoxicating, banned, or controlled substances (alcohol, drugs, or tobacco in any form).

Responses to Inappropriate and/or Unacceptable Behavior:

Consequences of unacceptable behavior will consider the student’s age and maturity as well as severity and frequency of actions.  Whenever possible, the focus will be on restorative action.

10 Best Rules of Internet Communication (Netiquette)

1. The Golden Rule:   Treat others like you would like to be treated.
2. No Flaming:   FLAME is a personal insult communicated through the internet – reread your posts and comments before hitting send and ask yourself if the message will cause “FLAMES.”
3. Don’t type in ALL CAPS:  People may misinterpret it as aggressive or anger.
4. Don’t SPAM:   SPAM is any unsolicited email from an unknown source; in other words, not sending a message to someone who you do not know or would not be expecting your message.
5. Keep it appropriate:  Never write or say anything that you wouldn’t let someone else read such as a parents or teacher.  Electronic messages are archived and available for the “administrator” to view if required.
6. Obey Copyright Laws:  Don’t steal someone else’s idea, property, and rights.
7. Use Proper Grammar and Spelling:  Errors diminish the credibility of the message.
8. Be Honest/Be Yourself:  Tell the truth, and do not pretend to be someone else.
9. Follow the TOS:   Terms of Service which are the rules and policies of the site you are using.
10. Research your Facts/Cite your Sources:  Make sure what you post/cite/forward etc. is factual and cite your sources when possible of your facts.
     

Source: https://prezi.com/nnotuagyrq0s/netiquette/

 1.3         Students are helped to identify areas of contention on course topics, clarify their thinking about course topics, focus discussion on relevant issues, and explore new concepts in the course.

Supporting Evidence 

• Communication from teachers in correspondence and online forums provides guidance and clarification for students to assist their learning.
• Course design incorporates opportunities for students to engage in higher-order thinking, critical-reasoning activities, and thinking in increasingly complex ways.
• Teachers assist students in identifying bias in point of view.

Strategies:

• As the teachers interact with the students both in person and virtually, constant perception checking occurs as to the student progress and guidance provided where necessary.
• Course materials engage the students in higher-order thinking necessitating critical and reasoning activities for students to complete.
• Curriculum design and redevelopment occurs consistently due to feedback from student performance.  Curriculum is delivered in either online formats or paper/textbook formats.

1.4         Appropriate student resources, learning materials and content that meet the highest standards for quality and student usability are selected and/or developed.

Supporting Evidence 

• Content meets the Standards for Digital Learning in BC.  Learning resources selected meet BC IRP requirements.
• Content is used in accordance with the Canadian Copyright Act, and any other legally recognized licenses and permissions.

Strategies:

• Online courses delivered via Moodle.  Courses are designed by WCLN (Western Canadian Learning Network) and meet BC Curriculum Learning Standards and adapted as deemed necessary to meet local needs.  
• Content on WCLN utilizes content made for WCLN or is available for consumption without copyright requirements.
• Paper-based content is developed utilizing the BC Curriculum Standards which are reflected in the Learning Plans developed for each student.
• Curriculum Packages by Grade (gov.bc.ca)

1.6         Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.   

Supporting Evidence 

• Formative assessment with descriptive dialogue is frequent and ongoing.  
• Summative assessment is completed when required to allow for an evaluation of a student's progress in achieving the learning outcomes.
• Assessment materials provide the teacher with the flexibility to assess students in a variety of ways.
• Assessment uses appropriate technologies, is consistent with the BC

Performance Standards and supports learning by guiding instruction.

Strategies:

• Students are contacted on a scheduled basis (either in person or virtually) to assess their current progress and feedback occurs in a formative manner.  
• Summative assessment occurs as per the Ministry Orders whereby staff create three summative reports per year for grades K – 7 and four reports per year for grades 8 – 12.
• Assessment materials involve paper, online, and district/provincial assessments for standardized testing.

2.    Fostering Social Learning  

2.1              A sense of belonging and community for students is fostered.  

Supporting Evidence 

• Students are provided access to a community of learners.
• Students have opportunities to work with peers on an ongoing basis.
• Group work activities are incorporated into instruction.

Strategies:

• Students meet either virtually or in person with their teacher on a regularly scheduled basis.
• Students are provided the opportunity for virtual group sessions to work together in common projects and sharing sessions on a regularly scheduled basis.

2.2     The development of a sense of community among course participants is encouraged.

Supporting Evidence 

• Networking software is available to initiate and engender community.
• Students have frequent opportunities to provide feedback on their learning experience as well as peer’s.

Strategies:

• Where appropriate (students have the internet technology and computer hardware in their homes) students have access to Moodle and Microsoft Teams for virtual connections with staff and students.
• Given both virtual and in person sessions, students have the opportunity to provide feedback on their learning experience to both their teacher and fellow students.

2.3   Student expression in online discussion is supported and builds a sense of collaboration.

Supporting Evidence 

• The learning environment supports active engagement between and among students and teachers through asynchronous and synchronous strategies.
• Teachers actively monitor and encourage student engagement.  
• Strategies are in place to encourage engagement of all students in their learning program, including consequences for non-participation.

Strategies:

• Students meet either virtually or in person with their teacher on a regularly scheduled basis.
• Student progress is actively monitored by record keeping of work completed.
• Students and their parents/guardians are contacted when progress encouragement is required.
• Consequences for non-participation are discussed with the students and their parents/guardians.

2.3         The use of a variety of communication strategies, including online strategies, for social interaction among students and teacher is fostered.

Supporting Evidence 

• Regular teacher/student and student/student interaction occurs through a variety of means such as face-to-face, online synchronous, and asynchronous communications, telephone, text/audio/video exchange, or instant messaging.  
• Student learning programs make use of, and students have access to, school, district, and/or community-based sponsored curricular and extra-curricular activities or events (e.g., clubs and sports teams).  
• Teachers use onsite or online real-time, live instructional strategies.

Strategies:

• Students meet either virtually or in person with their teacher on a regularly scheduled basis.
• Student activities that support their learning (extra-curricular activities, home projects, chores, employment experience) is used to support students in their learning outcomes.
• Teachers use live instructional strategies via Teams and Moodle as they connect with their students.

3.    Stimulating Cognitive Processes  

3.1         Student interest in course issues and content is fostered, while the development of new perspectives through student reflection is supported.

Supporting Evidence 

• Teachers use a variety of instructional approaches appropriate to intended learning outcomes and audience.
• Students are provided a variety of ways to engage with, and reflect on, content.
• Students are encouraged to submit reflections using a variety of communication tools.

Strategies:

• Online learning programs utilize a variety of reflection methods as students engage with their learning outcomes.  These include online interaction programs, worksheets, projects, and utilization of household and community resources as students engage with their learning outcomes.
• Students provide their learning feedback to their teacher via paper, video, audio, and discussion either in person or via video conference via Teams.

3.2  Teachers create processes and content that foster student engagement.  

Supporting Evidence 

• Teachers incorporate group work into program instruction and as a part of ongoing assessment.
• Students are supported as active participants in their learning program and demonstrate responsibility for their own learning.

Strategies:

• Students are provided where appropriate the opportunity to work together in groups either in-person or virtually via group sessions.
• Students are required to complete their lessons with a timeline where milestones need to be completed (this is done in conjunction with the Parents/Guardians and their Teacher).
• Lessons use a variety of resources that are digital, manipulatives, paper, and student projects that required student construction and/or experimentation.

3.3         Students are encouraged to use a variety of information sources, techniques, and approaches to solutions when exploring problems.

Supporting Evidence 

• Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
• 21^st Century Skills are emphasized in the course.

Strategies:

• Students are provided access to use the BC Digital Collection of Online Resources.
• To complete lessons, students are encouraged to utilize local resources available not only in paper form, but “around” their home and community to incorporate learning from local resources and people in their home and community.
• Lessons use a variety of resources that are digital, manipulatives, paper, and student projects that required student construction and/or experimentation.

4.    Planning for Learning

4.1             A shared vision for distributed learning and e-Learning is created.

Supporting Evidence 

• Schools and organizations offering distributed and online learning programs have a rationale and vision for the program.
• Management staff include distributed learning programs in their review process.

Strategies:

• Schools utilizing GROW assistance (GROW Teachers provide courses to students in other school such as WL Campus and PSO) form an operational plan with GROW.
• Senior Management is consulted and provides input on the operation and goals of GROW.

4.2         The creation and implementation of group goals is fostered, direction is set, and activity is monitored and evaluated.

Supporting Evidence 

• The school uses student and provincial-level data to improve program quality.
• Educators consider student and provincial-level data when refining the eLearning program choices and experiences for students.  
• Educators monitor student level data to improve instruction, student achievement and program completion.

Strategies:

• GROW utilizes provincial and district level assessments to examine the competency of the students and where instructional practices need to evolve to improve student performance.
• Senior Management is consulted and provides input on the operation and goals of GROW

4.3  Administration process, budget, and staffing are sufficient to support e-Learning.

Supporting Evidence 

• The majority of funds generated through student enrolment are used to support the e-Learning program and obtain resources for it.
• Where special program funding applies, there is evidence of additional services or support provided to students.
• The school is appropriately staffed to support student demand.

Strategies:

• GROW is staffed to the level of funding generated.
• Special Program Funds are not claimed due to an inability to successfully provide the services the students require (requires daily school attendance).

4.4        Site, equipment and learning resources are sufficient to meet the e-Learning standards.

Supporting Evidence 

• School and organization infrastructure supports e-Learning requirements.
• Required hardware and software purchases and upgrades are completed on a regular basis.
• Content development support and resources for content selection are provided.
• Resources to support unique needs of students in an online learning environment are available.

Strategies:

• GROW staff have appropriate computer hardware to complete their assigned duties.
• Students are not provided hardware to utilize.
• Appropriate computer hardware is available in the school when students are in attendance.

4.5         Management staff identifies a lead educator to support teaching and learning in an eLearning environment.

Supporting Evidence 

• Responsibility for distributed learning and e-Learning programs is assigned to a senior-level manager.
• Management meet and assist teachers as to improving e-Learning program quality.
• Senior-level managers and school leaders participate in provincial meetings, workshops, conferences, and activities supporting e-Learning.

Strategies:

• GROW Distributed Learning has an administrator assigned to the program.
• School Administrator works with senior management on the operation and goals of the program.
• GROW staff and administration attend provincial level meetings, workshops, and conferences that support e-Learning.

5.    Supporting Instruction and Learning

5.1              High performance expectations for staff and students are set.  

5.1.1 Instruction reflects current best and promising practices that support quality learning experiences.

Supporting Evidence 

• Teachers demonstrate competencies in using data from assessments and other data sources as information to modify instructional methods and content, and to guide student learning.
• Evidence-based research is used to guide and influence the selection of instructional strategies.
• Teachers examine and adapt their instructional practice to maximize the benefits of the online learning environment.  
• Student achievement shows progress towards high academic results.
• Regular surveys of student satisfaction are taken, and the results made public.

Strategies:

• Student learning “packages” are developed and modified based upon feedback from students and changes to curriculum as necessary to meet learning outcomes.
• Student assessments are completed when required – both Provincially and Locally – and the data used to drive instruction that is tailored to each student’s current level of learning.
• Student learning “packages” are modified to ensure student success and updated throughout the year as student capabilities improve.
• Student/Parent surveys are conducted to determine service levels and where changes may be requested.

5.1.2        An exam invigilation policy is in place.

Supporting Evidence 

• Students are supervised by appropriate personnel when participating in summative assessments.
• Students participate in, invigilated provincial-level standardized testing, provincial exams, and national and international assessments or their equivalents.

Strategies:

• Students are provided an appropriate location in the GROW learning facility for summative assessments.
• Students are provided an appropriate location in the GROW learning facility for provincial level standardized testing and international assessments as appropriate.

5.2             All teachers are qualified and trained, and instructional support is provided for staff.

5.2.1     Teachers have sufficient qualifications, skills, and knowledge to effectively meet legislative requirements and the Standards for K12 Distributed Learning in BC.

Supporting Evidence 

• A member of the BC College of Teachers assesses and evaluates student progress.
• Management staff acknowledge the skill sets, processes and resources required to deliver quality e-Learning programs and support educators in meeting them.
• Recruitment processes are designed to select teachers familiar with teaching and learning in an e-Learning environment or ensure that new teachers receive adequate training in online teaching.

Strategies:

• All teachers are members of the BC College of Teachers.
• Teaching staff is supported by the school administration in the successful skills required to support a digital learning environment.
• Recruitment is designed to select teachers who have experience with the digital learning environment.

5.2.2     A comprehensive staff development program exists that provides instructional support for staff.

Supporting Evidence 

• The school provides access to professional learning opportunities relevant to distributed and online learning.
• Teachers are informed about, and engaged in, new and emerging practices.
• Teachers are provided training and support specific to instruction in an eLearning environment.

Strategies:

• Teaching staff is supported by the school administration in the successful skills required to support a digital learning environment.
• Information on successful eLearning practices is passed to staff during Professional Development events and regular staff meetings.
• Support is provided by the administration on implementing changes to the eLearning practices.

5.3         Staff are assisted in the creation of processes and content that foster student engagement.

Supporting Evidence 

• Training and time is provided to staff to support them to adapt and modify learning activities to meet individual needs and learning styles.
• The school places a high value on group work as an integral part of instruction and assessment.
• Strategies are designed to support students as active participants in their learning program.

Strategies:

• Teaching staff is provided time to adapt and modify learning activities to meet individual and group needs and learning styles.  
• Utilizing digital communication tools (i.e. Teams and Moodle), students and teachers have the digital tool to successfully meet in individual and group sessions.

6.   Communicating About Learning

6.1      Structures that foster collaboration in an e-Learning environment are created.  

Supporting Evidence 

• Discussion forums are evident and student postings are part of the assessment strategy.
• Project-based group work is integrated into the teaching and learning process.
• Two-way communication between and among teacher and students is evident.

Strategies:

• Microsoft Teams is the platform utilized for chat, video, and discussion forums between the teaching staff and their students.
• Utilizing digital communication tools (i.e. Teams and Moodle), students and teachers have the digital tool to successfully meet in individual and group sessions to share their ideas, progress, and projects

6.2           Productive relations with parents and the community are created.  

Supporting Evidence 

• Communication between parents and the school is ongoing and frequent.
• Parents are provided with program information and expectations and given the opportunity to provide feedback on their child’s learning experience.
• Strategies are in place to engage parents in their children’s learning.
• Consultative meetings and two-way dialogue between parents and teachers occurs during such times as enrolment and reporting.  
• Parents know about and have the opportunity to be involved in school planning and activities.

Strategies:

• Parents/Guardians and Students are provided a weekly newsletter (sent via email and on the school’s website) on Student Success Stories, Teacher Stories, GROW Happenings, and Interesting Projects for students to complete.
• The school’s Parent Advisory Council has monthly meetings for parents/guardians to share their experience with the school administration and staff.
• Parents/Guardians and Students communicate their success and struggles to staff on a continual basis, and adjustments are made by the school when deemed necessary for the individual student, group of students, or the school in general.

6.3    Teacher and student accomplishments are recognized and celebrated.  

Supporting Evidence 

• School communication features individual teachers and students.
• Public events recognize student progress and teacher accomplishments.
• Parents/Guardians and Students are provided a weekly newsletter (sent via email and on the school’s website) on Student Success Stories, Teacher Stories, GROW Happenings, and Interesting Projects for students to complete.
• Multiple year celebrations occur to (Christmas, Easter etc.) to have an opportunity for staff, students, and parents/guardians to meet and share their experiences about GROW.