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Administration Message | October
The start-up at Olympic Heights has been very successful. As a staff we continue to discuss,
engage and plan to ensure all students at Olympic Heights School are given the foundation to thrive
in both academic and life settings. Our goal is to create students who are academically
successful, responsible citizens who are informed and involved in both local and global
communities possess the character to act morally and with wisdom, and to continually work to their
Thank you to all the parents/guardians who attended Parent-Teacher conferences. The purpose of
the September conferences was to provide an opportunity for parents/guardians to inform the
teacher about their child’s interests, strengths and areas for growth. This in turn, assisted teachers
in gaining a holistic picture of their new learners.
Once again there will be two reporting periods and three opportunities to meet with teachers, which
dates are as follows:
December 7th and 8th,2017 First Student Led Conference
February 2nd, 2018 First report card sent home
April 19th and 20th ,2018 Second Student Led Conference
June 27th, 2018 Second report card sent home
In addition to these above opportunities, teachers will communicate throughout the year about your
child’s learning. This may happen through personal correspondence, face to face meetings,
curricular updates, agendas, blogs, and Iris. If at any time you wish to initiate communication about
your child’s progress, please make an appointment with your child’s teacher. We are asking that
parents do not just appear at the door for these types of conversations.
The Calgary Board of Education Three Year Plan continues to be used as a framework to
personalize learning for all students. The four pillars of the CBE Three Year Plan framework enable
learning communities to build professional capital and capacity in all staff, engage our public and
steward our resources to ensure personalization of learning.
In response to the CBE Three Plan, this year, staff will engage in Professional Learning Communities which will focus on
Personalized Learning, Literacy and Mathematics Strategy, and Formative Assessment. The goal of this work is to ensure
students are able to articulate/represent what they know, how they know it, and what they need to learn next.
Conversations are centered on effective teaching and what needs to occur in the classroom with students to ensure high
achievement. This work is reinforced in scheduled Professional Development Days and Professional Learning Times
throughout the year. Professional development enables our staff the opportunity to collaborate and to deepen their
understandings of current and applicable practices and Theories of Action. Theories of Action connect a student’s intellectual, personal and academic engagement to the teacher’s professional capital in the areas of task design and
assessment practices. We will continue to share our work and progress throughout the year.
Students and staff continue to use IRIS as a tool to document student learning. This web-based teaching and learning
application consists of student learning plans, learner profiles, resource library and teacher and administrator workspaces.
IRIS brings together student voice, learning data, and best research to support teachers and administrators in making wellinformed
instructional decisions for each student. It also encourages students to build a better understanding of themselves
as learners, which in turn helps to informed decisions about their own learning. IRIS allows students to use this data to set
goals and collect artefacts of learning.
This year at Olympic Heights School, Students and Staff are focussing on the school inquiry question, “What is my
story?” This question will connect teaching and learning in the classroom. Teachers will continue to create inquiry based
environments within their classrooms, which moves beyond asking questions, into converting information into useful
knowledge. Inquiry-based learning is a complex process where students formulate questions, investigate to find answers,
understandings, meanings and knowledge, and then communicate their learning to others. Students are actively involved in
solving authentic (real-life) problems within the context of the curriculum and community. These powerful learning
experiences engage students in meaningful learning. As research suggests, inquiry-based learning increases student
creativity, independence, and problem solving skills, which improves student achievement. An old adage states: "Tell me
and I forget, show me and I remember, involve me and I understand."
We want to thank our students, parents/guardians and staff for making Olympic Heights a great place to learn and for a
wonderful start-up. If you have any questions with regards to the information in the October Newsletter please do not
hesitate to contact your child’s teacher or the administration.