Learners have their individual needs met.

Description - Goal One signifies the importance of drawing attention to identifying and meeting the individual learning interests, preferences and needs of learners. As outlined in Outcome 1, to be ready to learn, learners need to feel safe, valued, and part of the learning community. Outcome 2 recognizes that there is significant diversity amongst learners and that this diversity is valued as an opportunity to strengthen the inclusive learning community. Learning environments, therefore, are designed to be universally accessible, where all students have equal opportunity to be successful. Outcome 3 brings focus to ensuring district resources and programming options are designed with this universal access in mind, and addresses the continuum of supports and services. Outcome 4 further draws attention to the fact that parents and community partners play an integral and purposeful role in the design of universally accessible learning in RVS.

Outcome 1.1 Learners feel safe & valued within RVS’ learning community.

  1. (AE)(RVS) Overall teacher, parent and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others and are treated fairly at school.
  2. (RVS) Percentage of parents and students satisfied that students are safe on the bus, show respect for one another, and are treated fairly while riding the bus.
  3. (RVS) Percentage of staff, parents and students who express they feel valued as a member of the learning community.
  4. (RVS) Percentage of staff and parents who agree that social/emotional supports are accessible, appropriate, and beneficial for students.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Define, employ, and promote “Standards of Behaviour for 21st C Learners”, giving consideration to multiple settings, i.e, classroom, online, on the bus, in the community.
  • Year One - (Action Plan Missing) - Redefine standards of parental involvement for a 21st C school.

  • Year Two - Expand student and peer mentorship programs.
  • Year Two - Provide professional learning opportunities for school communities to develop their attitudes, skills, and knowledge in addressing the social/emotional needs of students.


Outcome 1.2 Learning is universally accessible.

  1. (RVS) Percentage of parents and students who agree students have equitable opportunities to be successful.
  2. (RVS) Percentage of staff that understands and implements Universal Design for Learning.
  3. (RVS) Percentage of students who agree digital technology enhances their learning at school.
  4. (RVS) Percentage of staff and parents who agree that students with Individual Program Plans (IPP) achieve their learning goals.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Develop, implement standards, and provide professional learning for universally accessible classrooms (Action on Inclusion).
  • Year Two - Develop jurisdictional Learning Common standards that school communities can employ to build their understanding, access, and use of teaching and learning resources.


Outcome 1.3 - Resources and programs ensure all learners succeed.

  1. (AE) Overall percentage of students/FNMI self-identified students in Grades 3, 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).
  2. (AE) Overall percentage of students/FNMI self-identified students who achieved the acceptable standard on diploma examinations (overall results).
  3. (AE) High school completion rate of students/FNMI self-identified students within three years of entering Grade 10.
  4. (AE) Overall teacher, parent and student satisfaction with the quality of basic education.
  5. (RVS) Percentage of students in Grades 1-9 whose year-end assessment by teachers indicates they are at/above grade standards in Language Arts and Math.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Establish a universal screening process across Kindergarten to determine areas of need.
  • Year One (Action Plan) Provide choice for students by investigating alternate programs and multiple learning pathways, e.g., after hour programming.
  • Year Two - Investigate how RVS’ Community Learning Branch could address the learning needs of disadvantaged families.


Outcome 1.4 - Parents & community partners play a purposeful & sustained role.

  1. (AE) (RVS) Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education.
  2. (RVS) The percentage of parents who agree they have been involved purposefully in their child’s learning with the school.
  3. (RVS) Percentage of staff and parents who agree the school accesses services in the community to support student learning.
  4. (RVS) Percentage of key government, community, and social agencies satisfied with their working relationship with Rocky View Schools.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Develop an inter-agency website to facilitate greater collaboration and communication among service providers.
  • Year One (Action Plan) - Promote Community Use of Schools to establish schools as community learning hubs.
  • Year One (Action Plan) - Leverage emerging technologies to inform the community of 21st C teaching and learning.
  • Year One (Action Plan) - Launch a jurisdictional volunteer program to match school needs with community resources.
  • Year Two - Host, annually, an inter-agency fair for staff, parents, and school communities.
  • Year Two - In cooperation with community partners, develop a framework for wrap-around services to meet the individual needs of students.
  • Year Two - Charge RVS’ Learning and Community Learning Branches with offering community programming consistent with RVS’ 21st Century culture.
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