Inquiry Grants Info Session 2018/19

Welcome Amanda Kiatipis Kim Darbyshire Instruction and Assessment Coordinator, Elementary Schools Kim Darbyshire Instruction and Assessment Coordinator, Secondary Schools

Network of Inquiry and Indigenous Education (NOIIE) Website www.noii.ca

NOIIE Grant: $500 Proposal Submitted by Nov. 30, 2018 Final Case Study Submitted by June 28, 2019 Money Deposited in Oct. 2019 Only 1 grant will be given per school This Inquiry Proposal Submission is based on the first four stages of the spiral of inquiry. The case study (submitted upon completion of this inquiry) will include a description of the actions you took throughout the year and the ways in which you checked to determine whether or not you made enough of a difference to your learners. Make sure you are clear on what indicators you will use during the checking phase well before you reach that stage.

NOIIE Grant: APPLICATION PROCESS In preparation for applying please refer to: The Spiral Playbook The Spiral of Inquiry Overview The 4 Key Questions for Scanning and Checking The NOIIE website Please make sure to share these resource with your team members, particularly those who may be new to inquiry. **Record responses in a WORD doc before filling out the Google Form online

NLPS Top-Up Grant: $500 Proposal Submitted to NOIIE and forwarded to Amanda by Nov. 30, 2018 Final Case Study Submitted to NOIIE and forwarded to Amanda by June 28, 2019 Money Deposited in Jan. 2019 Only 1 grant will be given per school

NLPS Top-Up Grant: CRITERIA School Team must include a MINIMUM of 2 teachers + 1 administrator School Team will participate in: an informal sharing session in March a Show Case of Learning at the end of May Each school team member will participate in a “support conference” with Amanda or Kim via telephone 1x between Jan. and May 2019.

NDTA & BCTF Learning Opportunities Collaboration Grants Professional Learning Partnership Application Professional Learning Group Application Whole School Grants Capacity Building Grant BCTF Inquiry Grant NDTA Forms BCTF Grants

Getting Started… Scanning: Focusing Group engage in discussion around data. Your data sources in the scanning phase should be the same as those in the checking phase Focusing Group decides on a broad focus based on their scanning.

Data Sources Observations Conversations Products Reading Running Records Notes (multiple recordings over time or context) Conversations Conferencing Interviews Writing down Key Phrases students are using Products Student work samples Reading, writing or math assessments Tests Observations: Some learning can only be observed. Without enough observational evidence, evaluations at reporting time may be invalid. more that just “I noticed” … need to still have evidence of multiple occurrences over time. Could record the occurrences of the specific behavior you are noticing – could use tallies, anecdotal notes, take pictures, sticky notes. Running records are a great way to record and track reading behaviours in students. Conversations Class meetings: record some of the big ideas discussed. Conferencing involves discussing a specific piece of work or a goal with a student. You can record their voice and what you are noticing throughout that conversation. Conferencing binders are helpful for organizing all this data. Video or live interviews. Make sure to record it by hand to keep as a baseline if you are not recording it. While having whole class discussions or while observing the class during group work, you could listen and record some of the key phrases. This is a great baseline for thinking about what you would like them to be using in their vocabulary, then teaching it. Products These are items you can have with you while the student is not there.

What are you learning and why is it important? Can you name two adults in this building you will be in a success in life? What are you learning and why is it important? TWO KEY QUESTIONS FOR LEARNERS The four key questions are a great starting point for the scanning phase. When students can answer the first question we know they have a sense of place and belonging at school. When students can confidently answer the other three questions we know that students are able to self-regulate their learning and apply metacognitive strategies to move their learning forward. This information, coupled with other assessments, provides evidence that will inform the development of a focused inquiry question aimed at increasing student learning.

Getting Started… Developing a Hunch: Learning Group discusses their assumption about their own practices. Focus stays of what we CAN do/control. Learning Group decides what professional learning they will need to do in order to support the focused needs of their students.

Getting Started… Table Discussions OR Working on Your Application What data will we be using for Scanning? How will this inform our Focus? Can we think of any “Hunches” we already have? What professional Learning resources do we think will support us?

Video hyperlinked Showcase of Learning Thursday June 6th, 2019 – 4:00-6:00pm Video hyperlinked