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Helen Gorman Elementary
Learning, Together
Our Learning Plan

"How do we know that what we are doing is making enough of a difference for our learners?"

This main guiding question from the Spirals of Inquiry helps us monitor our learning goals. What we choose to collect as evidence of our actions and school improvement is crucial. Evidence of change and evidence of school improvement are very different. 

Inclusive Evidence Base.png

Research helps us identify the types of evidence that we should be collecting to monitor school improvement. The graphic titled "An Inclusive Evidence Base" comes from an article in the Stanford Social Innovation Review (Lisbeth B. Schorr, "Broader Evidence for Bigger Impact," Stanford Social Innovation Review, Fall 2012) and it states that to have a better idea of an impact, we need to examine evidence from a variety of sources:

  • Evidence from Experimental Evaluations (ie. formal studies)
  • Evidence from Non-experimental Evaluations (ie. report card data)
  • Evidence from Other Research (ie. studies and scholarly papers around the same initiatives)
  • Evidence from Practice and Experience (ie. what we experience, observe, and collect in schools every day)

Research tells us that schools who broaden their evidence base the better idea of the positive impacts their work is making.  As a staff, as we move down the road of collecting evidence to inform our practice over time, we will use this framework to guide our thinking about the collection and analysis of our evidence.


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Acknowledgement of Indigenous Territory
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Aligning our Learning Plan with Continuity of Learning
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And what do we mean by learning?
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At-home learning
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Checking in on how we are doing
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Communicating Student Learning
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Communicating Student Learning
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CORE Competencies
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First Peoples Principles of Learning
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Honouring the Students of Kamloops Residential School
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Increasing Student Choice
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Innovative Learning Environments
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Inquiry Approach to Learning and Teaching
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Learning about the Four Food Chiefs
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Learning How to Code Robots in ADST
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Learning to be Scientists
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Making Simple Machines in Kindergarten
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Meeting the Needs of All Learners
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Middle Years Development Instrument (MDI)
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New Applied Design, Skills, and Technologies Program
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Outdoor Learning Center School Enhancement Project: Phase I
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Outdoor Learning Centre School Enhancement Project
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Pandemic Learning Begins...
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Refining Our School Goals
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Re-imagining Transitions
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Report Card/Learning Growth Summary Open House Registration
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The Return of In-class Learning
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The Return of the Helen Gorman Music Program
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Truth & Reconciliation Week
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Using an Indigenous lens with both Learning and Teaching the Core Competencies through The 6 Cedars/4 Food Chiefs
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Using Evidence to Guide Next Steps
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Welcoming our Indigenous Learners
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