Step
1
SCHOOL DIVISION
CATEGORICAL GRANT OUTCOMES REPORT 2014–15
Identification
Name of School Division
Name of Superintendent
Date of Report (yyyy/mm/dd):
Birch Meadows
Callie Ramirez
2014-10-25
Use this template to report on each Grant separately:
Please note: A Financial Report is also required for each categorical grant
Step 2
Fully describe the Categorical Grant planning process for EACH grant. Provide details of your planning process (who was involved, how were priorities chosen, what data
used, when is planning done)
The MYL/WE planning process involves all schools offering any of the following grades: 5, 6, 7, and 8. A teacher from each school is identified as the MYL/WE grant lead. The grant
lead teacher meets with Middle Years teachers in September to draw up the school's proposal for the application of MYL/WE grant funds. Proposals are aligned with school plans,
goals, and priorities. The Middle Years Engagement Assessment results and The Learning Bar Survey data are considered when planning the proposal. The proposal is submitted to
the principal by September 25 for authorization and then submitted by September 30 for final approval to the school division administrator in charge of categorical grants.
Step 3
Report on previous years. Please comment on successes and progress towards meeting outcomes from previous plans. 2011–2012, 2012–2013, 2013–2014
Year
Outcomes targeted from previous years
Evidence (from data sources) of progress in achieving outcomes
2011-2012
Outcome 1: By January 2012, all grade 5 teachers will have
received training on Career Cruising and will have provided 5
Career Development lessons to homeroom classes using the
personal inventory section of Career Cruising
Outcome 1 Results: The school division's professional learning registry indicates that 24 out of 26
grade 5 Middle Years teachers received professional learning about Career Cruising.
Outcome 2: By June 2012, all grade 5 students will complete
a personal inventory of their primary learning style/s and
interest areas as supported through their Career Cruising
and/or other learning styles inventory and classroom learning
experiences.
Outcome 2 Results: All students created Career Development student portfolios which identified
three of the students' learning strengths, styles, and interests and one area for improvement. 480
parents of grade 5 students attended Student Led Conferences and reviewed their children’s Career
Development portfolios and their children's learning styles, strengths, and interest inventories.
Categorical Grant Outcomes Report and Financial Report 2014–2015
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2012-2013
2013-2014
Outcome 1: By January 2013, all grade 6 and 7 teachers will
have received training on Career Cruising and will have
provided 5 Career Development lessons to homeroom classes
to explore 5 student selected career options described in
Career Cruising
Outcome 1 Results: The school division's professional learning registry indicates that 28 out of 29
grade 6 and 7 Middle Years teachers received professional learning about Career Cruising.
Outcome 2: By June 2013, all grade 6 and 7 students will
have created a personal interest record of 5 career options
Outcome 2 Results: All grade 6 and 7 students created Career Development student portfolios
which contained descriptions of 5 student-selected career options. 550 parents of grade 6 students
and 468 parents of grade 7 students attended Student Led Conferences and reviewed with their
children their children's personal interest records of 5 selected career options.
Outcome 1 Results: The school division's professional learning registry indicates that 23 out of 25
grade 8 teachers received professional learning about Career Cruising.
Outcome 1: By June 2014 all grade 8 teachers will have
received training on Career Cruising.
Outcome 2: By June 2014, all grade 8 students will have
created a personal school/life timeline of strengths, successes,
challenges, and goals and will have shared the timeline with
their homeroom teacher and their parents.
Outcome 2 Results: All grade 8 students created a school/life timeline of strengths, successes,
challenges, and goals. 425 parents of grade 8 students attended Student Led Conferences and
reviewed their children’s school/life timelines with them.
Outcome 3: By the end of June 2014, all grade 8 students will
have presented their personal school/life timelines at the June
Grade 8 Exit Interviews attended by community and Senior
Years school representatives.
Outcome 3 Results: All grade 8 students presented their personal school/life timelines at the June
Grade 8 Exit Interviews. 38 community and Senior Years representatives attended Exit Interviews
and provided verbal and written feedback to students about the students' school/life timelines and
students' presentation manner.
Categorical Grant Outcomes Report and Financial Report 2014–2015
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2014–2015 Categorical Grants Plan
Expected Learner Outcomes:
Grant
What are the benefits (specific, measurable,
achievable, relevant, timely) for the learners?
Step 4
Outcome 1: Middle Years students will be more
familiar with their preferred learning style, strengths,
and challenge areas. Student self-esteem and
confidence will be improved through recognition that
each student has a strength, interest, and skill that
can be pursued and developed in school and life.
Outcome 2: Middle Years students will be more
aware of the connections between learning in the
classroom and possible work/life options suited to
them outside the classroom. Students will be
exposed to a wide variety of role models who can
support students' vision and goals for themselves
and their futures.
MYL/WE
Note: Data Sources and Indicators columns are
now combined to facilitate linkage of
reporting in these areas.
Data Sources and Indicators:
Based on quantitative/qualitative data sources,
what (measurable) evidence will show
achievement of outcomes?
Career Cruising personal inventory results will
indicate students' strengths and interests and will
include suggested jobs and careers that align with
the students' identified strengths and interests
Career Cruising student interest portfolios will
demonstrate students’ understanding of their
interest and strength areas and transition planning
Inventory of researched career/work options that
are of interest to students indicate an awareness of
careers that may be in alignment with students’
interests and strengths
Student surveys reflect awareness of personal
preferences for planning for the future
Parent feedback/exit slips after Student Led
Conference sharing of students' Career
Development learning indicate parents’ awareness
of their children’s strengths, interests, and learning
styles and preferences
Strategies:
What actions will be implemented to achieve
outcomes?
Differentiated instruction and student choice will
allow for closer alignment between students'
interests and strengths, and curricular and extracurricular outcomes.
Parents invited to speak to students about their
careers, occupations, hobbies, skills, interests,
and/or volunteer experiences will increase students'
awareness of school/postsecondary/career/work/life choices.
Guest presenters share their backgrounds, stories,
and perspectives about their chosen life and
career/occupation paths.
Career Fairs allow students to research a variety of
careers and occupations and speak directly to
representatives of those careers/occupations.
Verbal and written feedback after grade 8 Exit
Interviews indicate students’ increased awareness
of their learning strengths, preferred learning styles,
and goals
Categorical Grant Outcomes Report and Financial Report 2014–2015
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Outcome 3: Middle Years students will be better
prepared to make personal choices for course
selections in Senior Years and school/work/postsecondary choices that have positive life and
career-related consequences in their futures.
Date: 2014-10-25
Student surveys indicate student interests and
learning strengths
Student portfolios reveal students’ understanding of
their own successes, challenges, and transition
planning
Student school/life timelines indicate students’
successes and challenges
Grade 9 teachers attend and present transition
information at student assemblies and parent
meetings, in order to inform students and parents of
the choices and opportunities available in Senior
Years.
Division Contact: Hillary Ali
Categorical Grant Outcomes Report and Financial Report 2014–2015
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School Division Categorical Grant Outcomes Report 2014–2015
Template Instructions
1. The latest templates are available at: <http://www.edu.gov.mb.ca/edu/grants.html>
2. Use the templates to submit the following reports:
a. School Division Categorical Grant Outcomes Report
b. Categorical Grant Review Financial Report
3. Report on each Categorical Grant using a separate Categorical Grant Outcomes Report.
4. Email reports to: <ruth.parnetta@gov.mb.ca>. The original signed Financial Report page must also be mailed to:
Categorical Grant Review
Early Childhood Education Unit
307-1181 Portage Avenue
Winnipeg MB
R3G OT3
5. A description of each grant can be found in the Funding of Schools 2014–2015 School Year.
<http://www.edu.gov.mb.ca/k12/finance/schfund/index.html> and at <http://www.edu.gov.mb.ca/edu/grants.html>.
Please note: The unexpended grant amounts from the ELI, N, MYL/WE, ECDI and ESD categorical grants will be applied as a reduction against
the funding allocations calculated for 2014–2015.
Categorical Grant Outcomes Report and Financial Report 2014–2015
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